scholarly journals Assessment and Learning in Knowledge Spaces (ALEKS) Adaptive System Impact on Students’ Perception and Self-Regulated Learning Skills

2021 ◽  
Vol 11 (10) ◽  
pp. 603
Author(s):  
Hoda Harati ◽  
Laura Sujo-Montes ◽  
Chih-Hsiung Tu ◽  
Shadow J. W. Armfield ◽  
Cherng-Jyh Yen
Keyword(s):  
Social Presence ◽  
Adaptive Learning ◽  
New Technology ◽  
Computer Algorithms ◽  
Score Change ◽  
Learning Skills ◽  
Educational Method ◽  
Self Regulated Learning ◽  
Knowledge Spaces ◽  
Regulated Learning

Adaptive learning is an educational method that uses computer algorithms and artificial intelligence (AI) to customize learning materials and activities based on each user’s model. Adaptive learning has been used for more than 20 years. However, it is still unique, and no other system could bring more or even similar capabilities than the ones adaptive technology offers, including the application of AI, psychology, psychometrics, machine learning, and providing a personalized learning environment. However, there are not many studies on its practicality, usefulness, improving students’ learning skills, students’ perception, etc., due to the limited number of institutes investing in this new technology. This paper presents the results of administering the newly developed Adaptive Self-regulated Learning Questionnaire (ASRQ) in an adaptive learning course equipped with the ALEKS (Assessment and Learning in Knowledge Spaces) system to study the amount of Self-regulated Learning Skills (SRL) score change, if any, of the students. The ASRQ was administered at the beginning and end of the semester as a pretest and posttest. Then, the quantitative Sample Paired t Test was run to measure the students’ SRL score change between the beginning and end of the semester. The results showed a significant decline in students’ SRL skills score while working with ALEKS. This paper also discusses the reasons for the considerable drop in SRL skills based on students’ perception and feedback collected through administering an open-ended survey at the end of the semester. The survey’s qualitative analysis showed various possible factors contributing to the decline of the SRL skills score, including lack of motivation, system complexity, hard penalty, lack of social presence, and lack of system practicality.

Enhancing Motivation by Developing Cyclical Self-Regulated Learning Skills

2021 ◽  
Author(s):  
Gregory L. Callan ◽  
Lisa DaVia Rubenstein ◽  
Tyler Barton ◽  
Aliya Halterman
Keyword(s):  
Learning Skills ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Self-regulated learning as a predictor of mathematics and reading performance: A picture of students in Grades 5 to 8

2019 ◽  
Vol 63 (1) ◽  
pp. 74-97 ◽  
Author(s):  
Susan-Marie Harding ◽  
Narelle English ◽  
Nives Nibali ◽  
Patrick Griffin ◽  
Lorraine Graham ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Performance ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Performance Differences ◽  
Age Related ◽  
Regulated Learning ◽  
And Performance ◽  
The Impact ◽  
Learning And Performance

Students who can regulate their own learning are proposed to gain the most out of education, yet research into the impact of self-regulated learning skills on performance shows mixed results. This study supports the link between self-regulated learning and performance, while providing evidence of grade- or age-related differences. Australian students from Grades 5 to 8 completed mathematics or reading comprehension assessments and self-regulated learning questionnaires, with each response ranked on a hierarchy of quality. All assessments were psychometrically analysed and validated. In each cohort and overall, higher performing students reported higher levels of self-regulated learning. Still, age-related differences outweighed performance differences, resulting in significantly lower reported usage of self-regulated learning skills in Grade 7 students compared to those in Grades 5, 6 and 8. These findings suggest that either age or school organisational differences mediate students’ self-regulated learning, counteracting ability-related associations.

scholarly journals SELF-REGULATED LEARNING IN CONSTRUCTIVIST APPROACH BASED SCIENCE LABORATORY PRACTICES AND OPINIONS ON CONSTRUCTIVIST APPROACH

2014 ◽  
Vol 59 (1) ◽  
pp. 25-33
Author(s):  
Emine Erdem ◽  
Sinem Dinçol Özgür ◽  
Zeki Bayram ◽  
Özge Özyalçın Oskay ◽  
Şenol Şen
Keyword(s):  
Science Teachers ◽  
Chemistry Laboratory ◽  
Constructivist Approach ◽  
Learning Skills ◽  
Teaching Laboratory ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Post Test ◽  
University Department ◽  
The One

With this study, it was aimed to determine the effect of constructivist chemistry laboratory on science and technology pre-service teachers’ opinions about constructivist approach and their self-regulated learning skills.The relationship between pre-service teachers’ opinions about constructivist approach and their self-regulated learning skills was investigated. The one group pre-test-post-test design was used in the study. The sample of the study was 58 pre-service teachers from Hacettepe University, Department of Science Education, who were attending chemistry experiments at Science Teaching Laboratory Applications II Course. Self-regulated Learning Skills Scale developed by Turan and Demirel (2010) and Opinion Scale of Constructivist Approach for Science Teachers developed by Balım, Kesercioğlu, Evrekli ve İnel (2009) were used as data collection tools. At the end of the study, it was determined that constructivist chemistry laboratory applications caused a positive increase in pre-service teachers’ self-regulated learning skills and opinions about constructivist approach. Also, there was a positive relationship between pre-service teachers’ self-regulated learning skills and opinions about constructivist approach that was observed. Key words: constructivist approach, self-regulated learning, chemistry laboratory applications, pre-service teachers.

scholarly journals The relations between parental support of learning, parental attributes and development of self-regulated learning skills in young children

2018 ◽  
Author(s):  
Ελένη Καλλία
Keyword(s):  
Young Children ◽  
Parental Support ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Regulated Learning

Η παρούσα έρευνα μελέτησε τις σχέσεις μεταξύ των μητρικών συμπεριφορών στήριξης της μάθησης κατά τη διάρκεια της από κοινού λύσης προβλημάτων μητέρων-παιδιών και της μητρικής εναρμόνισης των συμπεριφορών αυτών με τις στρατηγικές αυτο-ρύθμισης της μάθησης των μικρών παιδιών. Σκοπός αυτής της μελέτης ήταν η διερεύνηση πολλαπλών διαστάσεων της μητρικής στήριξης και των σχέσεών τους με συγκεκριμένες δεξιότητες της αυτο-ρυθμιζόμενης μάθησης σε μικρά παιδιά, τόσο συγχρονικά, όσο και διαχρονικά. Επίσης, ελήφθησαν υπόψη τα δημογραφικά και γενικά χαρακτηριστικά των παιδιών και των μητέρων (ηλικία και φύλο παιδιών, μορφωτικό επίπεδο μητέρων, μητρική αυτεπάρκεια, τύπος γονεϊκής ανατροφής και ιδιοσυγκρασία του παιδιού).Πραγματοποιήθηκαν δύο πιλοτικές μελέτες για να ελεγχθεί η καταλληλότητα των εργαλείων. Η κύρια μελέτη διεξήχθη δύο φορές με διάστημα έξι μηνών μεταξύ των δύο φάσεων. Οι συμμετέχοντες ήταν τριάντα πέντε παιδιά προσχολικής ηλικίας με τις μητέρες τους. Η ηλικία των παιδιών κυμαινόταν μεταξύ 54 και 72 μηνών. Αρχικά, τα παιδιά κλήθηκαν να λύσουν ανεξάρτητα Οπτικο-χωρικά και Γλωσσικά έργα και στη συνέχεια μαζί με τις μητέρες τους. Μέσω της δομημένης παρατήρησης πραγματοποιήθηκε η καταγραφή των δεξιοτήτων των παιδιών, των επιδόσεων και των μητρικών συμπεριφορών κατά τη διάρκεια της επίλυσης προβλημάτων, με μικρο-αναλυτική προσέγγιση. Οι Γνωστικές-Μεταγνωστικές δεξιότητες των παιδιών, οι δεξιότητες αυτο-ρύθμισης των Κινήτρων και του Θυμικού, και οι δεξιότητες Αυτονομίας κωδικοποιήθηκαν κατά τη διάρκεια που τα παιδια επιχειρούσαν να λύσουν τα έργα ανεξάρτητα. Ακόμη, δημιουργήθηκε μία δομημένη μορφή παρατήρησης για την καταγραφή των διαφορετικών συμπεριφορών των μητέρων κατά την από κοινού επίλυση προβλημάτων, όπως διάφορες πτυχές της Γνωστικής-Μεταγνωστικής στήριξης, της Συναισθηματικής στήριξης και της στήριξης της Αυτονομίας των παιδιών. Η μητρική εναρμόνιση των συμπεριφορών αυτών λήφθηκε επίσης υπόψη για να εκτιμηθεί ο βαθμός στον οποίο η μητέρα προσέφερε στήριξη στο παιδί σύμφωνα με το επίπεδο της κατανόησής του/της. Οι σχέσεις μεταξύ των συμπεριφορών μητρικής στήριξης, των δεξιοτήτων και των επιδόσεων των παιδιών, εξετάστηκαν τόσο συγχρονικά (Χρόνος 1 και Χρόνος 2), όσο και διαχρονικά, από το Χρόνο 1 στο Χρόνο 2, ώστε να διερευνηθεί αν οι μητρικές συμπεριφορές κατά το Χρόνο 1 συμβάλλουν στις μεταγενέστερες δεξιότητες και επιδόσεις των παιδιών κατά το Χρόνο 2.Τα αποτελέσματα υπογράμμισαν δύο πτυχές της μητρικής στήριξης που προέβλεπαν σημαντικά τις δεξιότητες και τις γνωστικές επιδόσεις των παιδιών. Στο Χρόνο 1, η εναρμόνιση των μητρικών συμπεριφορών και η στήριξη της Αυτονομίας του παιδιού ήταν οι σημαντικότερες μητρικές διαστάσεις που προέβλεπαν τις δεξιότητες των παιδιών. Στο Χρόνο 2, η μητρική στήριξη της Αυτονομίας είχε σημαντικότερο ρόλο. Οι ίδιες διαστάσεις μητρικής στήριξης αναδείχθηκαν σημαντικές και στη διαχρονική ανάλυση αλλά μόνο στον Οπτικό-χωρικό τομέα. Ακόμη, η ηλικία των παιδιών ήταν σε ορισμένες περιπτώσεις ένας σημαντικός προγνωστικός παράγοντας των δεξιοτήτων των παιδιών. Οι αναλύσεις διαμεσολάβησης επεσήμαναν ότι οι Γνωστικές και Μεταγνωστικές δεξιότητες των παιδιών ήταν ενδιάμεσος παράγοντας στις σχέσεις μεταξύ των δύο αυτών μητρικών διαστάσεων και των επιδόσεων των παιδιών.Η παρούσα μελέτη συμβάλει σε μεθοδολογικά, θεωρητικά και πρακτικά ζητήματα. Λίγες μελέτες έχουν διερευνήσει τις εν λόγω σχέσεις, σε διαχρονικό και σε μικρο-αναλυτικό επίπεδο. Η έρευνα αυτή υπογραμμίζει τη σημασία της υιοθέτησης μιας πολυδιάστατης προσέγγισης κατά την εξέταση του ρόλου των μητρικών συμπεριφορών στη μάθηση των παιδιών, λαμβάνοντας υπόψη και άλλες διαστάσεις, όπως είναι η φύση του έργου προς λύση. Η μελέτη επεκτείνει τη γνώση μας για τις σχέσεις ανάμεσα στις δεξιότητες αυτο-ρύθμισης της μάθησης των παιδιών και των συμπεριφορών των γονέων που ενεργοποιούνται κατά τις πρώτες μαθησιακές προσπάθειες των παιδιών. Τα ευρήματα θα μπορούσαν να χρησιμοποιηθούν σε παρεμβάσεις που επικεντρώνονται στην ανάπτυξη των μαθησιακών δεξιοτήτων των παιδιών, στην προώθηση θετικών αλληλεπιδράσεων γονέα-παιδιού και αποτελεσματικών διδακτικών μεθόδων, τόσο για τους γονείς, όσο και για τους εκπαιδευτικούς

Self-regulated learning skills of prospective music teachers in Turkey

2020 ◽  
Vol 38 (3) ◽  
pp. 415-430
Author(s):  
Ebru Tuncer Boon
Keyword(s):  
Goal Setting ◽  
Music Teachers ◽  
Daily Practice ◽  
Male Students ◽  
Future Research ◽  
Learning Skills ◽  
Practical Applications ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Gender

The purpose of this study was to investigate self-regulated learning skills of prospective music teachers in Turkey ( N = 222). This study also investigated whether self-regulated learning skills of prospective music teachers differed according to their gender, academic year, daily practice hours, and most recent instrument exam grade. The data were collected through the Self-Regulated Learning Skills Scale developed by Turan. Analyses revealed that statistically significant differences were found between the Planning and Goal Setting subscale and gender variable. The female students had higher planning and goal setting compared to the male students. The results also showed that the male students were more dependent learners. Students whose instrument exam grade was between 76 and 100 had higher planning and goal setting skills. Prospective music teachers who practiced their instruments more than 3 hr a day showed higher self-regulated learning skills than those who practiced less. Implications for future research and practical applications are also discussed.

scholarly journals The Impact of Flipped Project-Based Learning on Self-Regulation in Higher Education

2020 ◽  
Vol 15 (17) ◽  
pp. 127
Author(s):  
Mohamed Yassine Zarouk ◽  
Eugénio Olivera ◽  
Paula Peres ◽  
Mohamed Khaldi
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Self Regulation ◽  
Project Based Learning ◽  
Learning Skills ◽  
Student Centered ◽  
Student Centered Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Impact

Student-centered learning approaches such as project-based learning and flipped classroom stress the active role of the learner by applying knowledge rather than absorbing knowledge, and preparing higher education students for professional development. Student-centered learning environments are more effective when students regulate their learning and learn autonomously. There-fore, the purpose of this study is to examine the impact of a proposed ap-proach of flipped project-based learning on various facets of students' self-regulated learning, including motivational beliefs and learning strategies in higher education. A flipped project-based learning environment was designed and developed to improve students’ self-regulated learning skills. In this regard, multiple case studies were conducted according to a pretest-posttest quasi-experiment design to investigate the effectiveness of the proposed approach by four groups of students from different disciplines. The study employed a mixed-method research approach for data collection. Overall, the results re-vealed that the flipped project-based learning approach significantly enhanced students’ self-regulated learning skills. It was found that the approach fostered the students’ self-regulation performance among different groups across dif-ferent disciplines and levels. Moreover, participants also claimed that the approach was useful and ef-fective. The findings indicated that students who actively engaged within flipped PBL activities demonstrated increases in cognitive and metacognitive functioning both individually and collaboratively. This study contributes to an advance in the understanding of how the development of SRL can be inte-grated into a flipped project-based learning environment in higher education.

scholarly journals Determinants of self-regulated learning skills: the roles of tutors and students

2020 ◽  
Vol 44 (1) ◽  
pp. 93-98
Author(s):  
Meral Demirören ◽  
Sevgi Turan ◽  
Gülşen Taşdelen Teker
Keyword(s):  
Self Efficacy ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Regulatory Strategies ◽  
Regulated Learning ◽  
Significant Achievement ◽  
Positive Correlations ◽  
Self Regulatory Learning

Problem-based learning (PBL) is an instructional method that offers students the opportunity to develop self-regulatory strategies as an explicit learning outcome. As a multifaceted PBL environment, the guidance of tutors is important to students as they develop self-regulatory learning (SRL) skills and self-efficacy, the most focused motivational element in SRL. The present study examines the relationship between academic achievement and PBL self-efficacy levels, as well as the role played by tutors. A cross-sectional study was conducted with third- year medical students ( n = 257; 75%). The SRL perception (SRLP) scale, the self-efficacy for PBL scale (SPBL), tutor evaluation scale (TES), and an achievement test were used to gather data in this study. In every scale, participant scores were higher than the midpoint, which is 3. There were positive correlations between SRL, self-efficacy, and the tutoring scores of tutors. As the correlation between SRLP and achievement was not significant, achievement was removed from the regression equation, and only SPBL and TES results were used. The results of the regression analysis indicated that SPBL and TES explained 36% of the variance. The level of self-efficacy in PBL predicted the students’ SRL abilities, as did tutor evaluations. The findings show that students used their SRL skills and had beliefs about their ability to learn effectively in the PBL context. Both the tutors’ tutoring skills and the students’ self-efficacy made important contributions to improving the students’ self-regulated learning skills.

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