An Investigation into EFL Pre-Service Teachers' Out-of-Class Self-Regulated Learning Experiences weith ICT

2020 ◽  
pp. 112-137 ◽  
Author(s):  
Saadet Korucu-Kis
Keyword(s):  
Learning Environments ◽  
Learning Experiences ◽  
Modern World ◽  
Future Research ◽  
First Year ◽  
Formal Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Information And Communication ◽  
Ict Tools

Self-regulated learning is one of the essential skills learners need to possess in times of rapid technological advancements to comply with the requirements of the modern world. Indeed, today's youth are assumed to be able to set their own goals, seek opportunities to attain these goals, and manage their learning environments to control their own learning owing to the omnipresence of information and communication technology (ICT) tools in every area of their lives including and especially in their educational lives. In this respect, this study aims to find out whether first-year English as a Foreign Language (EFL) pre-service teachers really make use of ICT tools to regulate their formal learning experiences in out-of-class settings. Results reveal that pre-service teachers most often fail in bridging in-class and out-of-class learning, and they generally engage in low-level self-regulated learning experiences. Implications arising from these findings are highlighted, and some future research possibilities are discussed.

The Value of Metacognition and Reflectivity in Computer-Based Learning Environments

2016 ◽  
pp. 105-136
Author(s):  
Sammy Elzarka ◽  
Valerie Beltran ◽  
Jessica C. Decker ◽  
Mark Matzaganian ◽  
Nancy T. Walker
Keyword(s):  
Learning Environments ◽  
Real World ◽  
Self Regulation ◽  
Future Research ◽  
Self Regulated Learning ◽  
Computer Based Learning ◽  
Real World Application ◽  
Regulated Learning ◽  
Computer Based

The purposes of this chapter are threefold: to explore the research on and relationships among metacognition, reflection, and self-regulated learning; to analyze students' experiences with metacognition, reflection, and self-regulated learning activities in computer-based learning (CBL) courses; and to provide strategies that can be used in a CBL environment to promote students' metacognition, reflection, and self-regulation. A review of underlying frameworks for and prior study findings in metacognition and reflection are presented. Case study findings are also described and form the basis for the suggested strategies. The value and implications of using such strategies are also offered. Finally, future research should address the teaching of metacognition and reflection in CBL environments with an emphasis on real world application.

scholarly journals Nomadic learners : an investigation of perceived affordances across formal and informal learning environments

2021 ◽  
Author(s):  
◽  
Amy M. Frisz-Conlon
Keyword(s):  
Informal Learning ◽  
Learning Environments ◽  
Technology Use ◽  
Critical Role ◽  
Formal Learning ◽  
Affordance Theory ◽  
Informal Learning Environments ◽  
Self Regulated Learning ◽  
Formal And Informal Learning ◽  
Regulated Learning

Learning environments play a critical role in learning outcomes. This ethnographic case study investigates adolescent students' use of formal and informal learning environments and their self-regulated learning and technology use in these spaces. The researcher has been immersed at this public high school research site as a school faculty member for over eight years. Data in the form of observations, interviews, cognitive maps, and photovoice blogs were collected from sixteen students and teachers over one year between 2018 and 2019. This research was collected in a technology corridor of the American southeast growing at an extremely rapid pace. Many new schools are being constructed to keep up with the severe population growth. The conceptual framework involves spatial preference and technology use related to self-regulated learning. Affordance theory buttresses the investigation. Research questions were What are students' spatial preferences in informal and formal learning environments? What are students' self-perceptions of learning in formal and informal learning environments? What are students' use of technology in informal and formal learning environments? Key findings offer a deeper understanding of adolescent use of formal and informal learning environments inside and outside of school settings. The design of the school building, as well as a myriad of residential environments, were investigated. Findings include types of spaces that manifested in both formal and informal learning environments. These types are gathering spaces, comfort spaces, evolving spaces, spaces to thrive and technologically splintered spaces. This work's knowledge contributions include a clearer understanding of adolescent use patterns across formal and informal learning environments. The implications of this study are the development of guidelines on adolescent self-regulated learning practices and technology related to the built environment. Theoretical contributions of this work include an extension of affordance theory and a greater understanding of how adolescents perform in learning behavior settings.

scholarly journals Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review

2018 ◽  
Vol 35 (4-5) ◽  
pp. 356-373 ◽  
Author(s):  
Jacqueline Wong ◽  
Martine Baars ◽  
Dan Davis ◽  
Tim Van Der Zee ◽  
Geert-Jan Houben ◽  
...  
Keyword(s):  
Systematic Review ◽  
Online Learning ◽  
Learning Environments ◽  
Online Learning Environments ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks

2020 ◽  
Vol 32 (4) ◽  
pp. 1055-1072 ◽  
Author(s):  
Tamara van Gog ◽  
Vincent Hoogerheide ◽  
Milou van Harsel
Keyword(s):  
Problem Solving ◽  
Self Regulation ◽  
Mental Effort ◽  
Future Research ◽  
Task Sequence ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Mathematics

Abstract Problem-solving tasks form the backbone of STEM (science, technology, engineering, and mathematics) curricula. Yet, how to improve self-monitoring and self-regulation when learning to solve problems has received relatively little attention in the self-regulated learning literature (as compared with, for instance, learning lists of items or learning from expository texts). Here, we review research on fostering self-regulated learning of problem-solving tasks, in which mental effort plays an important role. First, we review research showing that having students engage in effortful, generative learning activities while learning to solve problems can provide them with cues that help them improve self-monitoring and self-regulation at an item level (i.e., determining whether or not a certain type of problem needs further study/practice). Second, we turn to self-monitoring and self-regulation at the task sequence level (i.e., determining what an appropriate next problem-solving task would be given the current level of understanding/performance). We review research showing that teaching students to regulate their learning process by taking into account not only their performance but also their invested mental effort on a prior task when selecting a new task improves self-regulated learning outcomes (i.e., performance on a knowledge test in the domain of the study). Important directions for future research on the role of mental effort in (improving) self-monitoring and self-regulation at the item and task selection levels are discussed after the respective sections.

Examining the role of passion in university students’ academic emotions, self-regulated learning and well-being

2021 ◽  
pp. 147797142110373
Author(s):  
Anna Sverdlik ◽  
Sonia Rahimi ◽  
Robert J Vallerand
Keyword(s):  
University Students ◽  
Adult Students ◽  
Self Regulation ◽  
Well Being ◽  
Future Research ◽  
Academic Emotions ◽  
Psychological Well Being ◽  
Self Regulated Learning ◽  
Regulated Learning

University students’ passion for their studies has been previously demonstrated to be important for both their academic performance and their personal well-being. However, no studies to date have explored the role of passion for one’s studies on both academic and personal outcomes in a single model. The present research sought to determine the role of passion in adult university students’ self-regulated learning and psychological well-being (Study 1), as well as the process by which passion shapes these outcomes, namely academic emotions, in Study 2. It was hypothesised that harmonious passion would positively predict both self-regulated learning and psychological well-being in Study 1. Furthermore, the mediating role of academic emotions between passion and outcomes was tested using a prospective design over time in Study 2. Results provided support for the proposed model. Implications for future research and practice focusing on the role of passion in facilitating adaptive emotions, use of self-regulation and well-being in adult students are discussed.

scholarly journals The reality of assessing ‘authentic’ electronic portfolios: Can electronic portfolios serve as a form of standardized assessment to measure literacy and self-regulated learning at the elementary level? / L’évaluation d’e-portfolio «authentiques»

2013 ◽  
Vol 39 (4) ◽  
Author(s):  
Eva Mary Bures ◽  
Alexandra Barclay ◽  
Philip C Abrami ◽  
Elizabeth J Meyer
Keyword(s):  
Learning Strategies ◽  
Electronic Portfolios ◽  
Assessment Tools ◽  
First Year ◽  
Cohen’S Kappa ◽  
Self Regulated Learning ◽  
Cohen's Kappa ◽  
Regulated Learning ◽  
The Government ◽  
Literacy Scores

This study explores electronic portfolios and their potential to assess student literacy and self-regulated learning in elementary-aged children. Assessment tools were developed and include a holistic rubric that assigns a mark from 1 to 5 to self-regulated learning (SRL) and a mark to literacy, and an analytical rubric measuring multiple sub-scales of SRL and literacy. Participants in grades 4, 5 and 6 across two years created electronic portfolios, with n=369 volunteers. Some classes were excluded from statistical analyses in the first year due to low implementation and some individuals were excluded in both years, leaving n=251 included in analyses. All portfolios were coded by two coders, and the inter-rater reliability explored. During the first year Cohen’s kappa ranged from 0.70 to 0.79 for literacy and SRL overall, but some sub-scales were unacceptably weak. The second year showed improvement in Cohen’s kappa overall and especially for the sub-scales, reflecting improved implementation of the portfolios and use of the assessment tools. Validity was explored by comparing the relationship of portfolio scores to other measures, including the government scores on the open-response literacy questions for the Canadian Achievement Tests (version 4), the scores we assigned to the CAT-4s using our assessment tools, and scores on the Student Learning Strategies Questionnaire (SLSQ) measuring SRL. The portfolio literacy scores correlated (p

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