scholarly journals Multitouch Experiment Instruction and Self-Regulation

2020 ◽  
Vol 12 (4) ◽  
pp. 75-88
Author(s):  
Johann Seibert ◽  
Felix Ollinger ◽  
Franziska Perels ◽  
Christopher W.M. Kay ◽  
Johannes Huwer
Keyword(s):  
Sustainable Development ◽  
Water Analysis ◽  
Learning Process ◽  
Self Regulation ◽  
Cognitive Learning ◽  
Digital Version ◽  
Self Regulated Learning ◽  
Digital World ◽  
Hierarchical Levels ◽  
Analogue Experiment

In context of Education for Sustainable Development (ESD), the range of experiments offered by the Schülerlabor NanoBioLab at Saarland University was expanded to include an experiment on the topic of water analysis, which provided the basis of the intervention. In addition to the analogue experiment instruction, there is a digital version which is presented as a Multitouch Experiment Instruction (MEI). MEIs are digitally enriched, interactive experiment instructions that accompany the cognitive learning process of pupils and promote competencies in the digital world (Seibert et al., 2020). In this study, we analysed whether the MEI could support self-regulated learning in an indirect support approach by considering different hierarchical levels of self-regulation in the design of the materials. The results show a significant acquisition of self-regulatory competences of learners in grades ten and eleven by using the MEI compared to the analogue version.

scholarly journals Adjusting Curricular Design to “CREATE” a Culture of Self-Regulation

2011 ◽  
Vol 2 (2) ◽  
Author(s):  
Rylan Egan
Keyword(s):  
Learning Process ◽  
Educational Psychology ◽  
Self Regulation ◽  
Self Regulated Learning ◽  
The Past ◽  
Learning Assessments ◽  
Curricular Design ◽  
Il Y A ◽  
Literature Base

Developing learners’ ability to self-regulate their own learning has been an ideal sought after by researchers and practitioners alike. Over the past 40 years a plethora of educational psychology research on self-regulated learning (SRL) has flooded the literature. In this article I attempt to consolidate key theories from this literature base and propose a 6-point strategy to CREATE a culture of SRL. I will argue that instructors must communicate proximal and long-term goals that have been negotiated by a community of learners, substantially reward all positive aspects of the learning process, judge and reward the learning process by assigning elaborative learning assessments, realistically attribute success and failure to appropriate processes, and tune ineffective strategies and goals to allow the curriculum to evolve in accordance with learner difficulty and success. Enseigner aux apprenants la capacité d’autoréguler leur propre apprentissage est un idéal que poursuivent les chercheurs et les praticiens. Au cours des quarante dernières années, il y a eu surabondance d’études sur l’autorégulation de l’apprentissage dans la littérature sur la psychologie de l’éducation. Dans cet article, l’auteur tente de regrouper les principales théories tirées de cette documentation et de proposer une stratégie composée de six éléments contribuant à la création d’une culture de l’autorégulation. Il soutient que les enseignants doivent communiquer les objectifs à court et à long terme convenus par les apprenants, reconnaître de façon marquée tous aspects positifs du processus d’apprentissage, évaluer et reconnaître ce processus en donnant des travaux élaborés afin de mesurer l’apprentissage, attribuer de façon réaliste les succès et les échecs aux processus appropriés et adapter les stratégies et buts inefficaces afin de permettre l’évolution du curriculum en tenant compte des difficultés et des réussites des apprenants.

scholarly journals PERSONAL SELF-REGULATION AS A VARIABLE STUDENT (PRESAGE)

2016 ◽  
Vol 4 (1) ◽  
pp. 165
Author(s):  
Lucía Zapata ◽  
Jesús De la Fuente ◽  
Dave Putwain ◽  
Paul Sander
Keyword(s):  
Learning Process ◽  
Self Regulation ◽  
The Self ◽  
Academic Learning ◽  
Short Version ◽  
Learning Approaches ◽  
Self Regulated Learning ◽  
Full Sense ◽  
Teaching Learning ◽  
Educational Variables

Abstract.The self-regulation that people use in daily life has not traditionally been studied by educational psychologists. However, after Zimmerman showed the existence of common processes in different domains, experts have taken an interest in analyzing the self-regulating components common to different spheres (education, work, and health). This model considers personal self-regulation as a presage variable in the teaching-learning process. The Self-Regulation Questionnaire (SRQ) designed by Brown, Miller and Lawendowski has been used most often in the research on personal self-regulation. Several studies have examined this instrument’s psychometric characteristics, leading to development of the Short Self-Regulation Questionnaire (SSRQ). This short version has been shown to be a plausible alternative to the long version, in a Spanish sample (Pichardo et al., in review). There is little research in the educational sphere that treats self-regulation as a presage variable; most cases have focused on the more restrictive variable of self-regulated learning. However, studies have shown the importance of including personal self-regulation, in its full sense, as a presage variable. We can infer that the interaction of personal self-regulation with other variables, whether personal (age, gender) or academic (learning approaches, coping strategies, academic selfregulation, regulatory teaching, resilience, etc.), constitutes an interesting, novel focus when analyzing the teaching-learning process at university. We have seen the value of this study, due to the importance of this variable and the dearth of research studies to date that treat educational variables and personal self-regulation. Keywords: Personal Self-regulation, Short Self-Regulation Questionnaire, Teaching-Learning process

scholarly journals SELF REGULATED LEARNING STRATEGY IN ELEMENTARY SCHOOL

2018 ◽  
Vol 2 (1) ◽  
pp. 167
Author(s):  
Nuur Wachid Abdul Majid ◽  
Eliya Rochmah
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Self Regulation ◽  
Self Control ◽  
Initial Product ◽  
Active Behavior ◽  
Self Regulated Learning ◽  
Regulated Learning

<p><em>Elementary School is foundation of education in Indonesia that is very important to curve character and success in academic when they are be adult. Many factors that influence in the formation of characters and academics success of the students one of them is the ability of self-regulation or Self-Regulated Learning in learning activities in elementary school. Self-Regulated Learning has an important role in the implementation of teaching and learning process, especially in determining the success of teaching and learning process, because students who have this ability can manage and self-directed, able to adjust, and self-control, especially when facing difficulties in the learning process. This research is limited to a preliminary study covering three steps: (a) initial data and information collection; (b) planning; and (c) initial product development. By applying the learning strategy of SRL, students can arrange themselves in learning by involving the ability of cognition, metacognition, motivation, and active behavior as well as managed learning or in other words learning that rests on self-regulation.</em></p>

The Use of Mobile Devices in University Distance Learning

2021 ◽  
Vol 13 (4) ◽  
pp. 1-20
Author(s):  
Sean B. Eom
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Mobile Devices ◽  
Learning Process ◽  
Extrinsic Motivation ◽  
Structural Model ◽  
Cognitive Learning ◽  
Process Variables ◽  
Self Regulated Learning ◽  
Student Dialogue

Mobile devices, primarily cell phones, smartphones, and tablet PCs, have gradually been introduced into the university campus and online education over the past few decades. Does the use of mobile devices in distance learning motivate students and affect the learning process? These are important questions that were raised more than a decade ago, but they are still unanswered. This research aims to answer these vital questions. A total of 323 valid and unduplicated responses from online students at a Midwestern university in the U.S. were used to examine the structural model, using SmartPLS v. 3.3.2. This study shows that the use of mobile devices positively affects the students' intrinsic and extrinsic motivation to learn, which in turn positively affects the cognitive learning process variables (student-student dialogue, student-instructor dialogue, and metacognitive self-regulated learning processes). Furthermore, the learning process variables positively affect the perceived learning outcomes.

scholarly journals PENGGUNAAN MOBILE LEARNING BERBASIS HTML-5 PADA PEMBELAJARAN BIOLOGI UNTUK MENINGKATKAN HASIL BELAJAR KOGNITIF DAN KEMANDIRIAN BELAJAR PESERTA DIDIK DI KELAS XI MIPA SEKOLAH MENENGAH ATAS

Gunahumas ◽  
2019 ◽  
Vol 2 (2) ◽  
pp. 403-415
Author(s):  
Euis Durriyah ◽  
Dudi Suprihadi
Keyword(s):  
Learning Outcomes ◽  
Mobile Learning ◽  
Learning Process ◽  
Research Method ◽  
Cognitive Learning ◽  
Self Regulated Learning ◽  
Quasi Experimental ◽  
Low Efficiency ◽  
Html 5 ◽  
Cognitive Learning Outcomes

ABSTRAKPenelitian ini bertujuan untuk mengetahui penggunaan mobile learning berbasis html-5 pada pembelajaran biologi untuk meningkatkan hasil belajar kognitif dan kemandirian belajar peserta didik di kelas XI MIPA Sekolah Menengah Atas. Metode penelitian yang digunakan adalah metode penelitian eksperimen dalam bentuk desain quasi eksperimen. Sampel penelitian ini adalah kelas XI MIPA SMAN 15 Garut. Hasil Penelitian ini menyimpulkan bahwa peningkatan hasil belajar kognitif kelas eksperimen yaitu kelas yang dalam proses pembelajarannya menggunakan mobile learning berbasis Html-5 sebagian besar mengalami peningkatan tergolong tinggi, yaitu sebanyak 63%, mengalami peningkatan kategori sedang sebanyak 37%. Sedangkan peningkatan hasil belajar kognitif kelas kontrol sebagian besar mengalami peningkatan tergolong sedang, yaitu sebanyak 70%, mengalami peningkatan kategori tinggi sebanyak 24%, dan peserta didik yang mengalami peningkatan yang rendah sebanyak 6%. Untuk kemandirian belajar, peningkatan kemandirian belajar peserta didik kelas eksperimen yaitu yang dalam proses pembelajarannya menggunakan mobile learning berbasis Html5, umumnya masih mengalami peningkatan yang rendah sebanyak 69%, dan 31% mengalami peningkatan tergolong sedang, serta tidak ada yang mengalami peningkatan yang tergolong tinggi. Sedangkan peningkatan kemandirian belajar kelas kontrol yaitu yang dalam proses pembelajarannya tidak menggunakan mobile learning berbasis Html-5, umumnya masih mengalami peningkatan yang rendah sebanyak 97%, dan 3% mengalami peningkatan tergolong sedang.Kata Kunci : Mobile Learning , Html-5,Hasil belajar kognitif ,Kemandirian Belajar,ABSTRACTThis study studies learning using html-5-based mobile learning in biology learning to improve cognitive learning outcomes and learner learning independence in class XI MIPA High School. The research method used is a research method in the form of a quasi-experimental design. The sample of this study was class XI MIPA SMAN 15 Garut. The results of this study discuss the increase in cognitive learning outcomes of the experimental class which is the class that in the learning process using Html-5 based mobile learning mostly increases the increase classified as high, which is as much as 63%, increasing the category increased by 37%. While increasing learning outcomes increase control increased by 70%, increased by 70%, increased the high category by 24%, and students increased by 6%. For learning independence, the increase in learning independence of experimental class students is that in the learning process using Html-5-based mobile learning, participation still increases low spending by 69%, and 31% is increased. high. While increasing the independence of control class learning in the learning process does not use Html-5 based mobile learning, some still increase low efficiency by 97%, and 3% increase the increase is classified as moderate.Keywords: Mobile Learning, Html-5, Cognitive Learning Outcomes, Self-Regulated Learning

scholarly journals Self-Regulation of Learning in Practice Behavior: Exploratory Observation Study of Indonesian Young Badminton Players

2017 ◽  
Vol 32 (4) ◽  
pp. 187-200
Author(s):  
Listiyani Siegit ◽  
Hugh Richard
Keyword(s):  
Learning Process ◽  
Self Regulation ◽  
Deliberate Practice ◽  
Proactive Behavior ◽  
Young Athletes ◽  
Observation Study ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Practice Behavior ◽  
Regulated Learning

Self-regulated learning is an essential skill in maintaining deliberate practice over years, espe-cially for young athletes. Yet, there has not been many studies done on athlete’s practice behavior. This study measured the behavioral correlation of self-regulation of learning in Indonesian young badminton players during practice. There were two parts of this study: first, a list of behavioral items was generated from coach interviews with six expert badminton coaches. Second, the list was used to observe players practice behavior during three separate practices and the observed players were asked to complete a self-regulation of learning questionnaire. Eleven badminton players aged 12 to 19 from different divisions participated voluntarily in this study. The observation and questionnaire results showed good self-regulation of learning in badminton players. However, the components breakdown did not match with coaches’ concept of self-regulated learning. Players were scored high in effort, yet lacking in metacognitive components which led to less proactive behavior in their learning process. This study highlighted the importance of gaining a complete impression of the players’ self-regulated learning skills during practice to develop and maximise their potential.

scholarly journals Implementing a self-regulated WebQuest learning system for Chinese elementary schools

2012 ◽  
Vol 28 (2) ◽  
Author(s):  
Hsien-Sheng Hsiao ◽  
Chung-Chieh Tsai ◽  
Chien-Yu Lin ◽  
Chih-Cheng Lin
Keyword(s):  
Elementary Schools ◽  
Learning Process ◽  
Self Regulation ◽  
Sixth Graders ◽  
Learning System ◽  
The Self ◽  
Control Group ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Experimental Group

<span>The rapid growth of Internet has resulted in the rise of WebQuest learning recently. Teachers encourage students to participate in the searching for knowledge on different topics. When using WebQuest, students' self-regulation is often the key to successful learning. Therefore, this study establishes a self-regulated learning system to assist learners in employing WebQuest learning in a self-regulated learning pattern as well as to give teachers opportunities to monitor and assist students' performance. The participants in the study are sixth graders of an elementary school in Taipei County, Taiwan. The experimental group and the control group are composed of three classes respectively. The current study investigates the correlation between students' self-regulated behavior and their achievement when using WebQuest learning through the self-regulated learning assisted functions and traditional WebQuest learning. In addition, learners' self-regulated behavior is observed and analysed based on the system records as well as their behaviour in the learning process.</span>

scholarly journals Promoting Self-Regulatory Skills in Self-Regulated Learning Pre-School Education Stage 3

2021 ◽  
Author(s):  
Ilze Šūmane ◽  
◽  
Līga Āboltiņa
Keyword(s):  
Learning Process ◽  
Self Regulation ◽  
School Education ◽  
The Self ◽  
Learning Goals ◽  
Self Directed Learning ◽  
Self Regulated Learning ◽  
The Third ◽  
Third Stage ◽  
Regulated Learning

The competence approach in pre-school education, which recommends the promotion of self-regulated learning, raises questions about its impact on the development of children’s self-regulation. As a cross-cutting skill, self-regulated learning is essential for today’s society. It provides for a person’s ability to self-educate and develop effectively and successfully. The environment of the pre-school institution and the teacher, who equips and improves this environment, play an important role in promoting the child’s self-regulated learning. In the third stage of pre-school education children have reached the age of 5 to 6 years old and are being prepared to start school. The aim of this study is to assess and analyse children’s self-regulation skills in a pre-primary education environment in the third stage of self-regulated learning. Self-regulated learning is when a student is able to function and use cognitive, emotional processes and behavioural regulation tools to achieve learning goals. The following research tasks were included: 1) analyse the essence and development of self-regulation, and guidelines for organising a self-regulated learning process; and 2) carry out pedagogical observations of children’s self-regulatory abilities within the framework of the self-regulated learning process. The research methods included analysis of pedagogical and psychological literature and sources, pedagogical observation, and statistical analysis of data. The study involved 41 children who were 5 to 6 years old. The results of the study show that self-directed learning can significantly promote the development of self-regulation skills in 5 to 6-year-old children. To better develop the process of self-regulation for 5 to 6-year-old children, the self-regulated learning process must be easier to understand, with an emphasis on updating, understanding, and reflecting on the learned content, while also clearly articulating the expected outcomes and providing feedback.

Enriching Quality of Self-Regulated Learning through Technology-Enhanced Learning Environments

2010 ◽  
pp. 268-277
Author(s):  
Vighnarajah N/A ◽  
Su Luan Wong ◽  
Kamariah Abu Bakar
Keyword(s):  
Learning Environments ◽  
Learning Process ◽  
Self Regulation ◽  
Technology Enhanced Learning ◽  
School Students ◽  
Physics Students ◽  
Self Regulated Learning ◽  
Level Of Significance ◽  
Enhanced Learning

Current development in the Malaysian educational policies observed heightened interest in the integration of self-regulation of the learning process through engagement in technology-enhanced learning environments. This study attempts to provide empirical evidence to the effectiveness of the iELC discussion platform in enhancing practice of self-regulation among Malaysian secondary school students. This involved participation of 102 Physics students from four regular national secondary schools. Practice of self-regulation was measured using the Motivated Strategies for Learning Questionnaire (MSLQ) and was analyzed using the two-way between-groups analysis of variance (ANOVA) on a .05 level of significance. Findings provided evident arguments that engagement in this technology-enhanced learning environment warrants for self-regulation in the learning process.

Formative assessment as one of the ways to support the child in the learning process

2021 ◽  
Vol 604 (9) ◽  
pp. 15-26
Author(s):  
Edyta Ćwikła
Keyword(s):  
Formative Assessment ◽  
Learning Strategies ◽  
Learning Process ◽  
First Graders ◽  
Self Regulation ◽  
School Class ◽  
Self Regulated Learning ◽  
The Core ◽  
Assessment Feedback ◽  
Four Levels

The aim of this article is to show formative assessment as one of the ways to support first graders in guiding their learning process, an important element of which is self-regulation. It is the core around which the skills of first graders are built up. It becomes possible by directing their actions in speech and practice. Particular attention was paid to one of the elements of the formative assessment: feedback, appearing during the dialogue between the teacher and the student. I refer to John Hattie’s model (2015), describing four levels of feedback: task, process, self-regulation and “me”, and the main questions functioning at each of these levels. Levels and questions allow us to notice that feedback is not related to grading, but is information current in action, helping students to make progress on the basis of data reducing the gap between where they are and where they should be. It is important because if the student receives it on an ongoing basis, then he/she is best able to perform his/her tasks and activities. Self-regulation is the basis of education in the school class, which should be a space for its shaping. This approach of self-regulation allows us to see the first grader as an active, innovative and curious person. This requires a shift from summative grading to equipping students with a variety of self-regulated learning strategies.

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