scholarly journals Reconsidering the Assessment of Self-Regulated Learning in Foreign Language Courses

2014 ◽  
pp. 443-459
Author(s):  
Kristen Sullivan
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Assessment Practices ◽  
Learner Engagement ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Language Courses ◽  
Foreign Language Courses

This paper addresses the issue of how to assess learners’ engagement with activities designed to develop self-regulatory learning strategies in the context of foreign language teaching and learning. The argument is that, if the aim of these activities is the development of learners’ self-regulation, then the assessment practices used must also reflect this orientation. The problem herein is that traditional assessment practices are typically normative in nature, endorsing understandings of intelligence as fixed and failure as unacceptable. Using such approaches to assess learner engagement with self-regulated learning activities will undermine efforts to promote learner development, and may demotivate learners. This paper will discuss these issues through a critical reflection on assessment practices used to evaluate EFL learners’ engagement with an assessable homework activity designed to develop their self-regulatory strategies. It is argued that learning-oriented assessment principles and practices are most suited to the evaluation of self-regulated learning in EFL. Potential issues related to the application of learning-oriented assessment in EFL contexts are also discussed.

Using Student Assessment Choice and eAssessment to Achieve Self Regulated Learning

2010 ◽  
pp. 89-104 ◽  
Author(s):  
Cath Ellis ◽  
Sue Folley
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Essential Role ◽  
Learning Experience ◽  
Student Assessment ◽  
Learning Objectives ◽  
Assessment Process ◽  
Assessment Practices ◽  
Self Regulated Learning ◽  
Regulated Learning

This chapter explores how we can harness technology to foster self-regulated learning in assessment practices. Traditionally innovation in assessment lags behind that in other areas of teaching and learning, however, it is important to make sure that assessment methods and practices are aligned with learning objectives. For assessment to be a beneficial learning experience for students it is important that they are afforded more autonomy and agency over what, when and how they are assessed. This chapter reflects on the ‘problem’ that assessment and feedback presents and on what the research is showing academics need to concentrate. Secondly, it considers how eAssessment tools can provide a way forward to achieving these objectives and helping students to develop more self-regulated learning strategies. Finally the authors will explore how the use of these tools can allow students greater autonomy over the whole assessment process, and the essential role that technology may play in achieving this.

scholarly journals Online Self-Regulated Learning Strategies in MOOCs: A Measurement Model

2020 ◽  
Vol 15 (08) ◽  
pp. 255 ◽  
Author(s):  
Mohd Muslim Md Zalli ◽  
Hasniza Nordin ◽  
Rosna Awang Hashim
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Goodness Of Fit ◽  
Self Regulation ◽  
Measurement Model ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Massive Open Online Course ◽  
Model Modification ◽  
Regulated Learning

Massive Open Online Course (MOOC) is among disruptive innovations in online learning environments that attract a significant interest among students. MOOCs require learners to be actively involved and to utilize an individual process of self-regulated individual learning. The development of a measurement model for online self-regulated learning (SRL) has been found to be lacking when compared with the traditional, face-to-face context. This research has the objective of developing a model for measuring online self-regulation strategies in Malaysian MOOCs. Data collection was carried out using a sample of 384 learners in three MOOCs operated under the openlearning.com platform. A confirmatory factor analysis was executed to indicate the goodness-of-fit and validate the measurement model. Findings have shown that the measurement model and the data have a good fit after performing model modification procedures. Thus, the model is suitable for measuring online SRL in the setting of MOOC learning. Further, this study recommends several suggestions regarding the applicability of the measurement model with other variables related to teaching and learning in MOOC.

scholarly journals Designing a Successful MOOC – An Empirical Study of the Foreign Language Courses On a MOOCs Platform

2021 ◽  
Author(s):  
Jia Kuang ◽  
Lan He
Keyword(s):  
Foreign Language ◽  
Linear Regression Analysis ◽  
Self Regulation ◽  
Classroom Interaction ◽  
Multiple Linear Regression Analysis ◽  
Traditional Classroom ◽  
Temporal Contiguity ◽  
Communication Mode ◽  
Language Courses ◽  
Foreign Language Courses

Abstract MOOCs have achieved great development in the last five to seven years. However, MOOCs present unique features of their own which distinguish themselves from the traditional classroom interaction. In this article, in order to find out the factors influencing the design of successful MOOCs, we examined the communication mode of MOOCs from the perspective of symbolic interactionism by combining the features of the communication mode of MOOCs as well as that of the traditional classroom interaction. Multiple linear regression analysis was conducted on 280 sample MOOCs from the foreign language courses category of a major Chinese MOOCs platform. The findings indicate that providing options for comprehension, providing options for self-regulation, coherence and temporal contiguity are the key factors for a successful design of MOOCs.

scholarly journals Examining Procrastination among University Students through the Lens of the Self-Regulated Learning Model

2020 ◽  
Vol 10 (12) ◽  
pp. 184
Author(s):  
Pierpaolo Limone ◽  
Maria Sinatra ◽  
Flavio Ceglie ◽  
Lucia Monacis
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Time Management ◽  
Self Regulation ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Academic Settings ◽  
Account Due

Generally considered as a prevalent occurrence in academic settings, procrastination was analyzed in association with constructs such as self-efficacy, self-esteem, anxiety, stress, and fear of failure. This study investigated the role played by self-regulated learning strategies in predicting procrastination among university students. To this purpose, the relationships of procrastination with cognitive and metacognitive learning strategies and time management were explored in the entire sample, as well as in male and female groups. Gender differences were taken into account due to the mixed results that emerged in previous studies. This cross-sectional study involved 450 university students (M = 230; F = 220; Mage = 21.08, DS = 3.25) who completed a self-reported questionnaire including a sociodemographic section, the Tuckman Procrastination Scale, the Time Management Scale, and the Metacognitive Self-Regulation and Critical Thinking Scales. Descriptive and inferential analyses were applied to the data. The main findings indicated that temporal and metacognitive components play an important role in students’ academic achievement and that, compared to females, males procrastinate more due to poor time management skills and metacognitive strategies. Practical implications were suggested to help students to overcome their dilatory behavior.

Convergent validation of cognitive and metacognitive self regulation MSLQ scales

2018 ◽  
Vol 3 (1) ◽  
pp. 60-75
Author(s):  
Ana-Maria Cazan
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Convergent Validity ◽  
Self Regulation ◽  
Main Hypothesis ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
High Level ◽  
Convergent Validation

One of the most known instruments for the evaluation of self regulated learning strategies is the Motivated Strategies for Learning Questionnaire. The aspect of self regulation investigated in this research is cognitive self regulation. The purpose of this research is to estimate the convergent validity of the cognitive and metacognitive MSLQ scales, after their translation in Romanian. Our main hypothesis is that there is high level of overlapping between self regulation measured by MSLQ (The Motivated Strategies of Learning Questionnaire) and self regulation measured by ILS (Inventory of Learning Styles). The analysis of the two revealed moderately positive inter­correlation. Convergent validity showed that cognitive and metacognitive self regulation scales from MSLQ are able to measure students' learning strategies in a reliable and valid fashion.

scholarly journals Self-regulated learning in nursing: A study from a health education course

2017 ◽  
Vol 14 (4) ◽  
pp. 3830 ◽  
Author(s):  
Ayla Keçeci
Keyword(s):  
Nursing Students ◽  
Health Education ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Self Regulation ◽  
Study Data ◽  
State University ◽  
Extrinsic Factors ◽  
Self Regulated Learning ◽  
Regulated Learning

Background: Self-regulation related to cognition and behaviour is an important factor in learning and academic achievement. Self-regulated learning is defined as the process of learning in which students activate and develop their own cognition, motivation and behaviour through self-regulatory processes.Objectives: The aim of this study was to determine the self-regulation skills of nursing students on a health education course in a state university in Turkey.Methods: The study sample consisted of 110 students who attended the class on the day of the survey and agreed to participate in the study. Data were collected with the Turkish version of the ‘Motivated Strategies for Learning Questionnaire’, which was adapted by Büyüköztürk et al. (2004). Data were analyzed using descriptive statistics such as frequency, percentage and mean, as well as the Mann–Whitney U test, t-test and analysis of variance (ANOVA).Results: The results showed that the participants were motivated by external factors, using the elaboration strategy more frequently than other learning strategies. Second- and third-year students had various motivational levels and preferred different types of learning strategies, and those students who had more positive perceptions of the school, the course and the instructor evinced higher levels of internal responsibility and benefited from learning strategies more frequently.Conclusion: Nursing students were found to be predominantly motivated by extrinsic factors and preferred the elaboration learning strategy.

scholarly journals Cultivating Self-Regulated Learning in Flipped EFL Courses: A Model for Course Design

2021 ◽  
Vol 23 (2) ◽  
pp. 20-36
Author(s):  
Ünal Çakıroğlu ◽  
Mücahit Öztürk
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Time Management ◽  
Help Seeking ◽  
Flipped Classroom ◽  
Course Design ◽  
Testing Time ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Student Centred Learning

AbstractConsiderable effort has been invested in innovative learning practices in English Foreign Language courses (EFL) in universities. Flipped classroom model transforms passive listeners into active learners in school and home activities pace. Flipped classroom model and the foreign language teaching methods are student-centred learning environments in which students should have a certain level of self-regulated learning skills. The study suggest a model for flipped classroom implementations with regard to self-regulated learning strategies in order to keep students more active in the EFL courses. Students were allowed to apply goal setting and planning, rehearsing, help seeking, monitoring, testing, time management, organising, regulating and note taking strategies within the model in online and face to face sessions. We hope the suggested model can contribute to improve listening, reading, writing and speaking skills of students in EFL courses.

scholarly journals Autorregulação da Aprendizagem na Educação a Distância: Análise das Produções Científicas Realizadas em Brasil e Portugal no Período de 2010 a 2015

EAD em FOCO ◽  
2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Janaína Copello Quintes Monnerat ◽  
Maria Teresa Ribeiro Pessoa ◽  
Joaquim Armando Gomes Alves Ferreira
Keyword(s):  
Distance Education ◽  
Academic Success ◽  
Learning Strategies ◽  
Self Regulation ◽  
The Self ◽  
Self Regulated Learning ◽  
Technological Tools ◽  
Regulated Learning ◽  
E Learning ◽  
Hypermedia Applications

A sociedade atual, do conhecimento e da informação, requer do ensino superior novas dinâmicas mediadas pelas tecnologias, constituindo-se, nesse contexto, a Educação a Distância como modalidade de ensino privilegiada. Tornam-se relevantes a análise e a compreensão das formas de aquisição de conhecimento nessa modalidade por parte dos alunos, sendo o estudo da variável autorregulação da aprendizagem priorizada dada a sua importância para o sucesso acadêmico dos mesmos. O presente trabalho, após pesquisa guiada pelos atuais e credíveis repositórios português e brasileiro, RCAAP e CAPES, analisou artigos, dissertações de mestrado e teses de doutorado no âmbito da autorregulação da aprendizagem na Educação a Distância publicados no Brasil e em Portugal no período de 2010 a 2015. Os resultados encontrados apontam para quatro abordagens principais: o portfólio, como instrumento com imenso potencial da aprendizagem autorregulada; as estratégias de aprendizagem como extremamente importantes nos processos de autorregulação; estudos centrados no tutor e na forma como estes podem promover a autorregulação nos alunos; e, por último, as TIC, ou seja, as aplicações hipermédia como apoio à aprendizagem autorregulada. São necessários estudos mais aprofundados sobre este tema, incluindo a ampliação das plataformas de busca para um resultado mais abrangente.Palavras-chave: Autorregulação, E-learning, Educação a Distância. Self Regulation of Learning in the E-Learning Area - Analysis of the Scientific Works Performed in Brazil and Portugal in the Period of 2010 to 2015AbstractHigher education includes an integration of various technological tools and distance education is constituted as a privileged mode of education. It is relevant to the analysis and understanding of the ways of acquiring knowledge by the students and the study of self-regulation variable prioritized learning given its importance for academic success thereof. This study analyzed articles, dissertations and theses PhD under the Self-Regulation of Learning in Distance Education published in Brazil and Portugal in the period 2010 to 2015 in RCAAP's and CAPES's databases. The results point to four main approaches: the portfolio as a tool with great potential of self-regulated learning; learning strategies as extremely important in the self-regulation processes; studies centered tutor and how these may promote self-regulation in students; and, finally, ICT, so hypermedia applications like self-regulating support for learning. Further studies are needed on this topic including the expansion of search platforms to a broader result.Keywords: Self regulation, E-learning, Distance education.

scholarly journals SELF REGULATED LEARNING STRATEGY IN ELEMENTARY SCHOOL

2018 ◽  
Vol 2 (1) ◽  
pp. 167
Author(s):  
Nuur Wachid Abdul Majid ◽  
Eliya Rochmah
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Self Regulation ◽  
Self Control ◽  
Initial Product ◽  
Active Behavior ◽  
Self Regulated Learning ◽  
Regulated Learning

<p><em>Elementary School is foundation of education in Indonesia that is very important to curve character and success in academic when they are be adult. Many factors that influence in the formation of characters and academics success of the students one of them is the ability of self-regulation or Self-Regulated Learning in learning activities in elementary school. Self-Regulated Learning has an important role in the implementation of teaching and learning process, especially in determining the success of teaching and learning process, because students who have this ability can manage and self-directed, able to adjust, and self-control, especially when facing difficulties in the learning process. This research is limited to a preliminary study covering three steps: (a) initial data and information collection; (b) planning; and (c) initial product development. By applying the learning strategy of SRL, students can arrange themselves in learning by involving the ability of cognition, metacognition, motivation, and active behavior as well as managed learning or in other words learning that rests on self-regulation.</em></p>

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