scholarly journals UTILIZATION OF JB CLASS TO PROMOTE STUDENT’S SELF-REGULATION DURING ONLINE LEARNING IN THE COVID-19 PANDEMIC

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Arif Kurniawan
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Self Regulation ◽  
The Self ◽  
Learning Activities ◽  
Teacher Instruction ◽  
Online Class ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Regulated Learning

Self-regulated learning is very important during online learning in Covid-19 pandemic, since there is no face to face interaction between teacher and students. However, this student ability has not been found in our online class of Biology in X MIPA 1. Based on the author's reflection, students are still very dependent on teacher instruction during their learning activities. To overcome this problem, the author applied online learning utilizing JB Class by implementing self-regulated learning strategies adapted from Wandler & Imbriale (2017). Result of the study describes that online learning using JB Class is able to encourage student’s self-regulated learning. Based on the questionnaire filled out by students, the self-regulated learning among students of class X MIPA 1 reaches 75%.

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.

The Effects of Mobile Learning in an EFL Class on Self-Regulated Learning and School Achievement

2020 ◽  
Vol 12 (3) ◽  
pp. 49-65
Author(s):  
Tami Seifert ◽  
Carla Har-Paz
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Mobile Learning ◽  
Self Regulation ◽  
The Self ◽  
School Students ◽  
Learning Abilities ◽  
Self Regulated Learning ◽  
Regulated Learning

The objective of this research was to find out whether the implementation of mobile learning pedagogies in a high school classroom can educate high school students to become independent learners, who are able to regulate their learning, improve their achievements. The findings have been analyzed by taking into consideration the self-regulation scales of motivation and learning strategies, together with the significance of the students' scores. The results of this study show that the implementation of a mobile learning teaching unit does not affect the self-regulation learning abilities of the students. However, it does reveal an increase in external and internal motivation together with a shift in the application of learning strategies. As a result, a two-stage model has been proposed aiming to educate teenagers to become agents of their learning while they practice mobile learning as well as implementation of mobile seamless learning to promote a self-regulated learning.

Strategies to Promote Self-Regulated Learning in Online Environments

2010 ◽  
pp. 122-144 ◽  
Author(s):  
Bruce R. Harris ◽  
Reinhard W. Lindner ◽  
Anthony A. Piña
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Learning Strategies ◽  
Cognitive Processing ◽  
Online Courses ◽  
Self Regulation ◽  
Online Learning Environments ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Main Components

The primary purpose of this chapter is to present techniques and strategies that can be incorporated in online courses to promote students’ use of self-regulated learning strategies. In addition, the authors discuss why self-regulated learning skills are particularly critical in online learning environments, present a model of self-regulated learning, discuss issues related to measuring self-regulated learning, address the issue of whether or not self-regulated learning can be taught, and discuss why online learning environments are ideal environments to scaffold self-regulation. The authors present several strategies and techniques they have found successful for promoting self-regulated learning that can be readily incorporated and implemented in online courses. These strategies are organized by the three main components of the Self-Regulated Learning Model: Executive Processing, Cognitive Processing, and Motivation. The chapter concludes with a scenario that represents an idealized model of how to promote self-regulated learning in an online learning environment by employing an intelligent tutoring component as a tool to support students’ use and development of self-regulated learning tactics and strategies.

Self-Regulated Learners

2020 ◽  
pp. 48-71
Author(s):  
Lisa M. Liberty ◽  
Stephanie N. DeSpain
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Online Instruction ◽  
Rapid Growth ◽  
Final Stage ◽  
The Self ◽  
Self Reflection ◽  
Self Regulated Learning ◽  
Reflection Phase ◽  
Regulated Learning

Methods of online instruction are becoming a staple in academia, and the rapid growth of online learning has prompted a need to incorporate self-regulated learning strategies. There are three phases of self-regulated learning that students employ to initiate plans to complete a task or accomplish a goal. The performance phase describes the processes students use while working towards the completion of a task or goal. In the self-reflection phase, students reflect on their progress towards the task or goal, or the results if they have completed the task. During the final stage, students use that information to inform their future decisions about completing the task or goal or begin a new one.

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.

The Development of Measures of Self–Regulative Knowledge and its Relationship to Self–Regulated Learning: A Preliminary Study

2012 ◽  
Author(s):  
Melissa Ng Lee Yen Abdullah ◽  
Kamariah Abu Bakar ◽  
Samsilah Roslan ◽  
Su Luan Wong ◽  
Puteri Zabariah Abd. Rahman
Keyword(s):  
Secondary Schools ◽  
Key Words ◽  
Learning Strategies ◽  
Self Regulation ◽  
The Self ◽  
The Other ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Preliminary Study ◽  
Knowledge Scale

Kajian ini menghasilkan sebuah instrumen untuk mengukur pengetahuan tentang strategi pembelajaran aturan kendiri. Ia juga mengkaji hubungan antara pengetahuan tersebut dengan pembelajaran aturan kendiri. Sampel kajian terdiri daripada 322 pelajar dari dua buah sekolah menengah. Pengetahuan pelajar tentang strategi pembelajaran diukur dengan Self–Regulative Knowledge Scale yang dihasilkan dalam kajian ini. Pembelajaran aturan kendiri pula diukur dengan Learning Strategies Subscale (Pintrich, et al., 1991). Skala yang dihasilkan didapati sahih dan boleh dipercayai. Selain itu, dapatan kajian menunjukkan bahawa pengetahuan pelajar tentang strategi pembelajaran aturan kendiri mempunyai hubungan yang positif dan signifikan dengan pembelajaran aturan kendiri mereka. Kata kunci: Pengetahuan aturan kendiri; alat ukur; pembelajaran aturan kendiri; strategi–strategi pembelajaran; aturan kendiri This study produced an instrument to gauge self–regulative knowledge. It also looked into the relationships between such knowledge and self–regulated learning. The sample consisted of 322 students from two secondary schools. Self–regulative knowledge was measured by the Self–Regulative Knowledge Scale, developed in this study. Self–regulated learning, on the other hand, was measured by the Learning Strategies Subscale (Pintrich, et al., 1991). The newly developed instrument was found to be valid and reliable. In addition, the results showed that students’ self–regulative knowledge was positively and significantly related to their self–regulated learning. Key words: Self–regulative knowledge; scale; self–regulated learning; learning strategies; self–regulation.

scholarly journals Training Self-Regulated Learning in the Classroom: Development and Evaluation of Learning Materials to Train Self-Regulated Learning during Regular Mathematics Lessons at Primary School

2012 ◽  
Vol 2012 ◽  
pp. 1-14 ◽  
Author(s):  
Manuela Leidinger ◽  
Franziska Perels
Keyword(s):  
Primary School ◽  
Self Regulation ◽  
The Self ◽  
Structured Learning ◽  
Process Data ◽  
Learning Materials ◽  
Self Regulated Learning ◽  
Powerful Learning ◽  
Regulated Learning ◽  
Evaluation Of Learning

The aim of the intervention based on the self-regulation theory by Zimmerman (2000) was to promote a powerful learning environment for supporting self-regulated learning by using learning materials. In the study, primary school teachers were asked to implement specific learning materials into their regular mathematics lessons in grade four. These learning materials focused on particular (meta)cognitive and motivational components of self-regulated learning and were subdivided into six units, with which the students of the experimental group were asked to deal with on a weekly basis. The evaluation was based on a quasiexperimental pre-/postcontrol-group design combined with a time series design. Altogether, 135 fourth graders participated in the study. The intervention was evaluated by a self-regulated learning questionnaire, mathematics test, and process data gathered through structured learning diaries for a period of six weeks. The results revealed that students with the self-regulated learning training maintained their level of self-reported self-regulated learning activities from pre- to posttest, whereas a significant decline was observed for the control students. Regarding students’ mathematical achievement, a slightly greater improvement was found for the students with self-regulated learning training.

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.

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.

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