Developing a Framework to Evaluate the Mediating Role of Self-Regulated Learning (SRL) Strategies in Blended Learning Courses

2021 ◽  
pp. 11-28
Author(s):  
Chee Leong Lim ◽  
Habibah Ab Jalil ◽  
Aini Marina Ma'rof ◽  
Wan Zuhainis Saad
Keyword(s):  
Academic Achievement ◽  
Blended Learning ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Self Regulation ◽  
Peer Learning ◽  
Learning Goals ◽  
Self Regulated Learning ◽  
Learning Satisfaction ◽  
Regulated Learning

Challenges students face in the online component of blended learning, especially in the areas related to self-regulation challenges, have deferred them in achieving their learning goals. Besides, improper utilization of online peer learning strategy has also been identified as an inherent problem related to self-regulation challenges in the blended learning environment. Therefore, this study adopted Zimmerman's perspective of SRL which draws from social cognitive theory and Bandura's self-efficacy theory to determine the influence of self-regulated learning (SRL) strategies and peer learning on students' learning satisfaction and academic achievement. This study proposes an integrated and actionable framework covering a variety of constructs, including SRL, peer learning, learning satisfaction, and academic achievement in the context of blended learning. In addition, it also provides insights for universities as to where future efforts need to be directed, especially in the areas related to the improvement of the facilities and infrastructure for blended learning implementation.

scholarly journals Peer Learning, Self-Regulated Learning and Academic Achievement in Blended Learning Courses: A Structural Equation Modeling Approach

2020 ◽  
Vol 15 (03) ◽  
pp. 110
Author(s):  
Chee Leong Lim ◽  
Habibah Ab Jalil ◽  
Aini Marina Ma'rof ◽  
Wan Zuhainis Saad
Keyword(s):  
Academic Achievement ◽  
Blended Learning ◽  
Structural Equation ◽  
Structural Model ◽  
Peer Learning ◽  
Equation Modeling ◽  
Online Questionnaire ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Learning Competencies

The ability for students to self-regulate their learning and to learn effectively with peers become two distinctive competencies in the era of the 4th Industrial Revolution. These competencies also affect academic achievement, an important variable used to measure attainment of learning outcomes. Therefore, this study was conducted to determine the influence of peer learning and self-regulated learning (SRL) strategies on students’ academic achievement. Of the 409 respondents, only 347 were valid for data analysis, forming a usable case of 84.84%. The instruments used was an online questionnaire, which was adapted from pre-existing reliable multi-item instruments. Structural Equation Model (SEM) analysis was used to examine the relationship between the constructs in the hypothesised model. Given that the structural model exhibited a good fit to the data (χ2/df = 1.697; CFI = 0.916; IFI = 0.917; TFI = 0.912; and RMSEA = 0.045), the results unveiled that students’ ability to learn with peers were found to have a positive and significant effect on academic achievement (β = 0.478, C.R. = 3.628, p = 0.000), and significantly influenced students’ SRL strategies (β = 0.793; C.R. = 6.991; p = 0.000). This study also discusses the practical implications to facilitate the development of students’ self-regulated learning (SRL) and peer learning competencies in blended learning courses.

Smartphone-Induced Digital Distractions

2022 ◽  
pp. 189-203
Author(s):  
Kendall Hartley
Keyword(s):  
Social Cognitive Theory ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Current Role ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Challenges And Opportunities ◽  
Personal Technology ◽  
The Individual

This chapter investigates smartphone-induced digital distractions through the lens of social cognitive theory and self-regulated learning. Social cognitive theory's reciprocal triarchic conceptualization is matched with the current role of the smartphone in the learning environment. Self-regulated learning is used to frame the challenges and opportunities presented by the smartphone. A final section suggests two opportunities for generating positive educational outcomes in light of social cognitive theory and self-regulated learning. The first is opportunity described as a reclamation of the dominant narrative regarding the educative role of personal technology. The second is the development of the individual learning scientist.

scholarly journals Applying Social Cognitive Theory to Academic Advising to Assess Student Learning Outcomes

2011 ◽  
Vol 31 (2) ◽  
pp. 5-15 ◽  
Author(s):  
Richard J. Erlich ◽  
Darlene Russ-Eft
Keyword(s):  
Student Learning ◽  
Social Cognitive Theory ◽  
Learning Outcomes ◽  
Academic Advising ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Student Learning Outcomes ◽  
Self Regulated Learning ◽  
Regulated Learning

Review of social cognitive theory constructs of self-efficacy and self-regulated learning is applied to academic advising for the purposes of assessing student learning. A brief overview of the history of student learning outcomes in higher education is followed by an explanation of self-efficacy and self-regulated learning constructs and how they can be applied to academic advising. The article concludes with the development of a model for assessing student learning outcomes in academic advising using these theoretical constructs.

scholarly journals Models of Self-Regulated Learning in the Context of New Higher Education Standards Implementation

2018 ◽  
pp. 17-22
Author(s):  
Liliya M. Sirazieva ◽  
Radif R. Zamaletdinov ◽  
Rezida A. Fahrutdinova ◽  
Rifat R. Fahrutdinov
Keyword(s):  
Social Cognitive ◽  
Cognitive Theory ◽  
Theoretical Models ◽  
Task Completion ◽  
Education Standards ◽  
Actual Performance ◽  
Social Foundations ◽  
Self Regulated Learning ◽  
Background Theory ◽  
Regulated Learning

Self-regulated learning (SRL) is viewed as an important aspect of student academic performance and achievement. Over the past decades, the concept of SRL has been heavily researched, with many educational psychologists proposing theoretical models and setting up studies to test the theories and provide pragmatic information about SRL. The aim of this review was to analyze different models of SRL. To achieve this goal, three models of SRL developed by Zimmerman, Pintrich and Efklides were presented. All of the models had empirical evidence supporting the validity of some of their main aspects. As developing their models, both Pintrich and Zimmerman, and partly Efklides; drew on the same background theory and their models reflected Bandura’s 1986 Social Cognitive Theory, underlining social foundations of thinking and behavior. The terminology also varied from one model to another, but all the authors assumed SRL to proceed from a preparatory or preliminary phase, through actual performance or task completion phase, to an appraisal or adaptation one.

scholarly journals Assessing Academic Advising Outcomes Using Social Cognitive Theory: A Validity and Reliability Study

2012 ◽  
Vol 32 (2) ◽  
pp. 68-84 ◽  
Author(s):  
Richard J. Erlich ◽  
Darlene F. Russ-Eft
Keyword(s):  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Student Survey ◽  
Validity And Reliability ◽  
Post Intervention ◽  
Academic Planning ◽  
Self Regulated Learning ◽  
Regulated Learning

The validity and reliability of three instruments, the Counselor Rubric for Gauging Student Understanding of Academic Planning, micro-analytic questions, and the Student Survey for Understanding Academic Planning, all based on social cognitive theory, were tested as means to assess self-efficacy and self-regulated learning in college academic planning. The rubric assessed pre- and post-intervention self-regulated learning of academic-planning strategy levels. The micro-analytic questions assessed self-regulated learning during forethought and self-reflection phases. Post-intervention self-efficacy in academic planning and retrospectively evaluated pre-intervention self-efficacy were measured by the survey. All three instruments showed strong validity and reliability, but the survey did not distinguish between different self-efficacy challenge levels.

scholarly journals SELF-REGULATED LEARNING AS A MEDIATOR IN THE RELATIONSHIP BETWEEN PEER LEARNING AND ONLINE LEARNING SATISFACTION: A STUDY OF A PRIVATE UNIVERSITY IN MALAYSIA

2020 ◽  
Vol 17 (Number 1) ◽  
pp. 51-75
Author(s):  
Chee Leong Lim ◽  
Habibah Ab Jalil ◽  
Aini Marina Ma'rof ◽  
Wan Zuhainis Saad
Keyword(s):  
Online Learning ◽  
Structural Equation ◽  
Peer Learning ◽  
Sem Analysis ◽  
Online Questionnaire ◽  
Mediation Effects ◽  
Self Regulated Learning ◽  
Learning Satisfaction ◽  
Regulated Learning ◽  
The Relationship

Purpose – Students’ ability to self-regulate their learning and to learn effectively with peers are indicators of success in the era of the 4th Industrial Revolution. This study investigated whether peer learning helps to influence online learning satisfaction in the presence of self-regulated learning (SRL) as a mediating variable. Methodology - The study adopted a correlational research design to examine the possibility of relationships between these variables. The sample was selected based on proportional stratified sampling method. Of the 409 respondents, only 347 were valid for data analysis, forming a usable case of 84.84%. The instrument used was an online questionnaire adapted from pre-existing reliable multi-item instruments. Structural Equation Model (SEM) analysis was used to examine the relationship between the constructs in the hypothesised model, while Bootstrapping test was applied to examine the mediation effects of SRL. Findings - From the direct effect of the SEM analysis, students’ ability to learn with peers was found to have significantly influenced their SRL strategies, while SRL strategies were found to have a positive and statistically significant effect on online learning satisfaction. Moreover, the findings from the Bootstrapping test concurred that the influence of peer learning on online learning satisfaction was fully mediated by SRL. Significance - By understanding the mediator roles played by SRL, this study hopes to provide insights for universities and course instructors to make pedagogically informed design decisions by integrating appropriate SRL strategies in the development of blended learning courses.

An Integrative Model of Self-Regulated Learning for University Students: The Contributions of Social Cognitive Theory of Carriers

2020 ◽  
pp. 002205742090437
Author(s):  
Mauricio Federico Zalazar-Jaime ◽  
Leonardo Adrián Medrano
Keyword(s):  
Structural Equation ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Empirical Support ◽  
Integrative Model ◽  
Equation Modeling ◽  
Self Reflection ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Social Cognitive Career

Self-regulated learning (SRL) has gained increasing interest in educational research. Although SRL models agree on the dynamic interplay between forethought, performance, and self-reflection processes, they differ in the subprocesses implied at each phase. The main objectives of this study were to develop and test an SRL model by integrating main contributions of social cognitive career theory and Zimmerman’s SRL model in a sample of undergraduates in Argentina. Structural equation modeling showed that three models fitted well to the data, explaining between 21% and 34% of the variance. The results of this study provide theoretical and empirical support for the SRL model.

scholarly journals EFL Teacher’s Perception On Using Self-Regulated Learning Strategies by Senior Grade Students

2020 ◽  
Vol 9 ◽  
Author(s):  
Zhansaya Zhetkergenova
Keyword(s):  
Learning Strategies ◽  
Self Regulation ◽  
Learning Goals ◽  
Self Regulated Learning ◽  
Classroom Activities ◽  
Efl Teachers ◽  
Regulated Learning ◽  
Efl Students ◽  
Regulation Strategies ◽  
Teacher's Perception

Shift to autonomous learning changed roles of class actors in EFL classes. Students have learning responsibilities on their own, whereas teachers’ role is considered to be as a consulter. Thus, students need to identify their own learning goals and regulate learning process themselves. All these and other strategies are included to the self-regulation strategies. Zimmerman (1990) found out 14 SRL strategies which influence on academic achievement. However, teachers also need to promote these strategies during and out of classes and encourage EFL learners to use them in different contexts. The qualitative research investigates to what extent EFL teachers of senior grade students encourage their learners to use SRL strategies. In results, the study presents teachers’ more preferable SRL strategies for senior students to achieve academic achievement.Keywords:  EFL teachers, self-regulated learning strategies, senior grade EFL students, classroom activities.

Sign in / Sign up

Export Citation Format

Share Document