Digital Storytelling as a Self-Regulated Learning Tool

2019 ◽  
pp. 209-232 ◽  
Author(s):  
Sinan Kaya
Keyword(s):  
Learning Process ◽  
Digital Storytelling ◽  
Learning Processes ◽  
Learning Tools ◽  
Learning Tool ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Digital Stories ◽  
Research Findings ◽  
Made In

The purpose of this chapter is, as a self-regulated learning tool, to focus on digital storytelling by uncovering relationship between digital storytelling and self-regulated learning process/based on research findings made in the its field. Within this focus, firstly, concept of digital storytelling was theoretically addressed; researches made in learning-teaching for use have been presented; later, self-regulated learning processes and strategies have been defined and given examples. Finally, research findings on the use of digital stories as self-regulated learning tools have been shared.

scholarly journals HUBUNGAN ANTARA SELF REGULATED LEARNING DENGAN PROKRASTINASI AKADEMIK PADA MAHASISWA PENDIDIKAN KIMIA DI MASA PANDEMI COVID-19

EDUSAINS ◽  
2021 ◽  
Vol 12 (2) ◽  
pp. 252-258
Author(s):  
Arivia Monique Rizkyani ◽  
Tonih Feronika ◽  
Nanda Saridewi
Keyword(s):  
Learning Process ◽  
Random Sampling ◽  
Chemistry Education ◽  
Correlation Technique ◽  
Research Approach ◽  
Stratified Random Sampling ◽  
Academic Procrastination ◽  
Education Students ◽  
Self Regulated Learning ◽  
Regulated Learning

RELATIONSHIP BETWEEN SELF REGULATED LEARNING AND ACADEMIC PROCRASTINATION IN CHEMISTRY EDUCATION STUDENTS IN THE COVID-19 PANDEMIC  AbstractThe world, including Indonesia, is being hit by the covid-19 outbreak, making students adapt to a new learning process, namely online. Students need self-regulated learning to direct the learning process to achieve optimal learning goals and suppress the level of academic procrastination experienced by students during the covid-19 pandemic. This study aims to determine the relationship between self-regulated learning and academic procrastination in Chemistry Education students during the covid-19 pandemic. This study uses a correlational method with a quantitative research approach. This study's population was 210 students of Chemistry Education class 2017, 2018, and 2019 with a sample size of 68 students who were determined using the proportional stratified random sampling technique. The instruments used were self-regulated learning questionnaires, academic procrastination questionnaires, and interviews. The product-moment correlation technique is used to test the hypothesis. The results obtained a correlation coefficient value of -0.409 with a significance of 0.001, so it can be said that there is a negative and significant relationship between self-regulated learning and academic procrastination in  Chemistry Education students during the covid-19 pandemic.  Abstrak Saat ini dunia termasuk Indonesia sedang dilanda wabah covid-19 yang membuat mahasiswa harus beradaptasi dengan proses pembelajaran baru yakni melalui daring. Mahasiswa membutuhkan kemampuan self regulated learning untuk mengarahkan proses belajar dalam mencapai tujuan pembelajaran yang optimal serta untuk menekan tingkat prokrastinasi akademik yang dialami mahasiswa pada masa pandemi covid-19. Penelitian ini. bertujuan untuk. mengetahui. hubungan antara. self regulated.learning dengan. Prokrastinasi. akademik pada mahasiswa. Pendidikan Kimia di.masa pandemi covid-19. Penelitian ini menggunakan metode korelasional dengan pendekatan penelitian kuantitatif. Populasi penelitian ini adalah mahasiswa Pendidikan Kimia angkatan 2017, 2018, dan 2019 berjumlah 210 mahasiswa dengan jumlah sampel sebanyak 68 mahasiswa yang ditentukan menggunakan teknik proportional stratified random sampling. Instrumen yang digunakan berupa angket self regulated learning, angket prokrastinasi akademik, dan wawancara. Teknik korelasi product moment digunakan untuk menguji hipotesis. Hasil penelitian diperoleh nilai .koefisien korelasi sebesar. – 0,409 dengan. signifikansi 0,001 sehingga.dapat dikatakan bahwa terdapat hubungan.negatif dan signifikan.antara self. regulated. learning dengan prokrastinasi akademik pada. mahasiswa Pendidikan Kimia di.masa pandemi covid-19. 

Using Digital Storytelling to Inform Students About Bullying: Results of a Pilot Program

2021 ◽  
pp. 514-526
Author(s):  
Emmanuel Fokides
Keyword(s):  
Qualitative Analysis ◽  
Learning Process ◽  
Digital Storytelling ◽  
Fourth Grade ◽  
Active Participation ◽  
Pilot Program ◽  
Fourth Grade Students ◽  
Digital Stories

The study presents the results of a pilot program in which digital storytelling was used in order to inform fourth-grade students about bullying. The constructivist principles concerning the learning process, and in particular, the requirement of students' active participation, provided the necessary framework. Students created their own digital stories about bullying, while the researcher, although present, avoided to intervene, to guide or to lecture students to a great extent. The intervention was short in duration and easily applied, without altering the school's timetable. Qualitative analysis of the data indicates that, through their digital stories, students were able to grasp the main aspects of bullying and how they should react, but the role of bystanders was unclear to them. The results of the study might prove useful in the formation of a more comprehensive anti-bullying program.

Learning in the Face of Digital Distractions

2022 ◽  
pp. 120-142
Author(s):  
Anna C. Brady ◽  
Yeo-eun Kim ◽  
Jacqueline von Spiegel
Keyword(s):  
College Students ◽  
Learning Process ◽  
College Instructors ◽  
Instructional Approaches ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Academic Settings ◽  
The Face ◽  
The Impact ◽  
Support Students

Digital distractions are an important and prevalent aspect of college students' lives. Using a self-regulated learning perspective, this chapter provides an in-depth understanding of students' digital distractions in academic settings and highlights how college instructors can empower their students to manage digital distractions and self-regulate their own learning. In particular, the chapter discusses both the causes and consequences of engaging in digital distractions with a focus on the impact of multitasking. In addition, the chapter argues that students' engagement in digital distractions is closely connected to their motivation and emotions. This chapter highlights how college students can regulate their digital distractions throughout the learning process during each phase of self-regulated learning. Finally, the chapter reviews the ways college instructors can support students' management of distractions through their instructional approaches.

Using Digital Storytelling to Inform Students About Bullying: Results of a Pilot Program

2017 ◽  
Vol 2 (1) ◽  
pp. 27-39
Author(s):  
Emmanuel Fokides
Keyword(s):  
Qualitative Analysis ◽  
Learning Process ◽  
Digital Storytelling ◽  
Fourth Grade ◽  
Active Participation ◽  
Pilot Program ◽  
Fourth Grade Students ◽  
Digital Stories

The study presents the results of a pilot program in which digital storytelling was used in order to inform fourth-grade students about bullying. The constructivist principles concerning the learning process, and in particular, the requirement of students' active participation, provided the necessary framework. Students created their own digital stories about bullying, while the researcher, although present, avoided to intervene, to guide or to lecture students to a great extent. The intervention was short in duration and easily applied, without altering the school's timetable. Qualitative analysis of the data indicates that, through their digital stories, students were able to grasp the main aspects of bullying and how they should react, but the role of bystanders was unclear to them. The results of the study might prove useful in the formation of a more comprehensive anti-bullying program.

The Design of Authentic Inquiry for Online Knowledge-Constructive Interaction and Self-Regulated Learning Processes

2013 ◽  
Vol 3 (2) ◽  
pp. 25-39
Author(s):  
Woon Jee Lee ◽  
Fengfeng Ke
Keyword(s):  
Online Survey ◽  
Self Regulation ◽  
Interaction Model ◽  
Learning Processes ◽  
Authentic Inquiry ◽  
Design Elements ◽  
Self Regulated Learning ◽  
Self Evaluation ◽  
Learning Module ◽  
Regulated Learning

This study examined students’ self-regulated learning processes and satisfaction within an authentic, inquiry-based learning module in a graduate-level online course. In this design-based case study, a WebQuest-based, authentic learning module was developed to support self-regulated, collaborative discussions, and implemented with 22 graduate students at a large southeastern university in US. Online discussion transcripts were coded via the Online Learning Interaction Model, and learning satisfaction data were collected via an online survey. As a result, students’ social and knowledge-constructive interactions were closely associated with self-regulated processes. During group and class discussions, students were involved in planning and coordination interactions as well as those for reflection and self-evaluation. Students were generally satisfied with the design elements implemented in the authentic activities. The study findings provide insights on the design of the authentic and inquiry learning that supports both social and individual aspects of self-regulation processes.

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