Can Self-Regulated Learning Intervention Improve Student Reading Performance in Flipped Classrooms?

2020 ◽  
Vol 10 (4) ◽  
pp. 1-13
Author(s):  
Christopher C. Y. Yang ◽  
Irene Y. L. Chen ◽  
Anna Y. Q. Huang ◽  
Qian-Ru Lin ◽  
Hiroaki Ogata
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Self Efficacy ◽  
Learning Strategy ◽  
Learning Performance ◽  
Book Reading ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Student Reading ◽  
Reading System

The advancement in network technology has stimulated the proliferation of online learning. Online learning platforms, such as the learning management systems (LMS) and e-book reading systems, are widely used in higher education to enhance students' reflection and planning of the learning process. Although many studies have explored the relationships between students' reading patterns and learning performances, few have examined the effects of self-regulated learning, learning strategy, and self-efficacy on the learning performance of students. Here, the authors collected the reading logs from an e-book reading system BookRoll and investigated the correlations between students' abilities of self-regulated learning, learning strategy, self-efficacy, and learning performance. The results of this study provide valuable insights to the teachers in higher education regarding designing courses helpful for students to improve their learning performance.

Mediating Role of Self-efficacy and Usefulness Between Self-regulated Learning Strategy Knowledge and its Use

2019 ◽  
Vol 24 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Rebeca Cerezo ◽  
Estrella Fernández ◽  
Natalia Amieiro ◽  
Antonio Valle ◽  
Pedro Rosário ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Learning Strategy ◽  
Self Regulated Learning ◽  
Mediating Role ◽  
Regulated Learning

scholarly journals Perception and Attitude Toward Self-Regulated Learning of Thailand’s Students in Educational Data Mining Perspective

2019 ◽  
Vol 14 (09) ◽  
pp. 34 ◽  
Author(s):  
Wongpanya Sararat Nuankaew ◽  
Pratya Nuankaew ◽  
Direk Teeraputon ◽  
Kanakarn Phanniphong ◽  
Sittichai Bussaman
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Learning Strategy ◽  
Educational Data Mining ◽  
Learning Technology ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Modern Learning

The Self-Regulated Learning (SRL) strategies can be the best. It can be achieved by a sub-goal that will be more important in the younger generation. This paper proposes the process of developing factors (attributes) which are related to the development of learning styles through self-regulated strategies. The objectives of this paper are (1) to study the perception and attitude toward the attributes of students with self-regulated learning of the students in higher education, and (2) to find the level of acceptance towards the factor of SRL using applied statistics and machine learning technology. The results show that two tools have proved the respondents and the factors of SRL in the accepted level. Besides, the results found that Thai higher education students still focus on formal learning, which conflicts with the behavior and us-age of Internet and telephone in the classroom. In future work, the author is committed to develop and apply a self-regulated learning strategy model with a combination of collaborative learning strategies of blended learning. Also, it supports undergraduate students in analyzing the factors and studying the behavior patterns of learners in suitable modern learning.

Setting the Stage for Success in an Online Learning Environment

2021 ◽  
pp. 53-59
Author(s):  
Maria Orlando ◽  
Linda Howard
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Online Learning ◽  
Learning Environment ◽  
Student Learning ◽  
Online Learning Environment ◽  
Traditional Classrooms ◽  
Pedagogical Strategies ◽  
Self Regulated Learning ◽  
Regulated Learning

Online learning in higher education has become increasingly popular because of the convenience and flexibility that it provides. Self-regulated learning, which requires students to plan, monitor, and assess their own learning, has been recognized as a key predictor of academic achievement and motivation in student learning. Few students, however, naturally do this. In order to guide students to become self-regulated learners and for these experiences to be successful for both the students and the instructor, instructors should use pedagogical strategies that differ slightly from those they have used in traditional classrooms. The purpose of this chapter is two-fold: to identify some of the challenges presented to students in an online learning environment and to give an overview of some possible solutions that an instructor can implement in order to address those challenges and give students tools to help them to become self-regulated learners.

scholarly journals University Students’ Online Learning Self-efficacy and Self-regulated Learning during the COVID-19 Pandemic

2021 ◽  
Vol 11 (12) ◽  
pp. 597-602
Author(s):  
Titik Ulfatun ◽  
◽  
Fitri Septiyanti ◽  
Aprilia Garia Lesmana
Keyword(s):  
Online Learning ◽  
University Students ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Accounting Education ◽  
Strong Positive Correlation ◽  
Study Program ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
High Level

The teaching and learning process has shifted online since the outbreak of COVID-19 in Indonesia. Students have had to adapt to the new situation. Thus, it is necessary to explore their self-efficacy and self-regulated learning. The objective of this paper is twofold: 1) to describe the profiles of students’ online learning self-efficacy and students’ online self-regulated learning; and 2) to investigate the relationship between self-efficacy and self-regulated learning in online learning among university students during the COVID-19 pandemic. This quantitative study included a sample (n = 260) of university students enrolled in an accounting education study program. First, the study found that students exhibit a high level of online learning self-efficacy and online self-regulated learning. Second, the results of this study revealed a strong positive correlation between students’ online self-efficacy and online self-regulated learning (r = 0.67, p < 0.0005). This indicates that students’ high levels of online self-efficacy are correlated with their high levels of online self-regulated learning.

scholarly journals Do teamwork experience and self-regulated learning determine the performance of students in an online educational technology course?

2021 ◽  
Author(s):  
Solomon Sunday Oyelere ◽  
Sunday Adewale Olaleye ◽  
Oluwafemi Samson Balogun ◽  
Łukasz Tomczyk
Keyword(s):  
Educational Technology ◽  
Online Learning ◽  
Self Efficacy ◽  
Multivariate Regression ◽  
Quantitative Research ◽  
Online Courses ◽  
Online Course ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Technology Course

AbstractThis study uses the quantitative research approach to examine the connection between students’ teamwork experience, self-regulated learning, technology self-efficacy, and performance in an online educational technology course. Sixty-three (63) students participated in this study. The study data were collected through an online questionnaire that included background information, course satisfaction, motivation strategies for learning, and online technology self-efficacy, to study the variables’ interactions using quantitative research. To realize this study’s aims, multivariate regression and correlation approaches were employed to analyze the online students’ data. The multivariate regression analysis results show a relationship between self-regulated learning, the online course level, and the number of online courses that the students have completed. Right self-regulated learning strategies in online courses motivate students to strive for a good teamwork experience, leading to increased interest in online learning. In addition, the results also show that there is a relationship between satisfaction and the level of the online course. Achieving good grades makes the student more satisfied and improves the level of technology use. Finally, this study established a relationship between the students’ motivation and the online course level. Therefore, teachers and course designers should implement learning objects that promote students’ engagement and motivation in online learning environments.

scholarly journals INVESTIGATING SELF-REGULATED LEARNING STRATEGIES FOR DIGITAL LEARNING RELEVANCY

2021 ◽  
Vol 18 (Number 1) ◽  
pp. 29-64
Author(s):  
Lilian Anthonysamy ◽  
Koo Ah Choo ◽  
Hew Soon Hin
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Higher Education Institutions ◽  
Private Higher Education ◽  
Learning Performance ◽  
Future Research ◽  
Digital Learning ◽  
Sources Of Information ◽  
Self Regulated Learning ◽  
Regulated Learning

Purpose – The rise of digital learning and the prevalence of affordable devices are convenient for young adults who are accustomed to using their digital devices for almost everything such as communication, collaboration, and accessing multiple sources of information for solutions. However, the lack of ability to self-regulate learning processes has led to poor learning performance among undergraduates. Therefore, this study examined the effects of self-regulated learning strategies (SRLS) on learning performance among Malaysian IT undergraduates. Methodology – A sample of IT undergraduates from private higher education institutions in Malaysia participated in the study. Quantitative data from a total of 563 respondents was collected through questionnaire surveys and analysed using PLS-SEM. The common method variance was utilized in this paper. Findings – The findings of this study constitute essential results that three out of four SRLS domains (cognitive engagement, resource management, and motivational beliefs) positively influenced the students’ perception of learning performance. Significance – This study provides insight into the best SRLS to excel in digital learning for deeper learning particularly in the Malaysian context. Implications of the findings on higher education institutions as well as recommendations for future research are discussed. Keywords: Self-regulated learning strategies, digital learning, higher education, learning performance, subjective learning outcomes.

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