Does Mode of Access Make a Difference? Mobile Learning and online student engagement

Even though student use of mobile devices for educational purposes has increased in recent years, the research on the possible impact on student success or engagement has been minimal. This study investigated the impact of mobile device use on student engagement and student success in online courses. The theory of Self-Regulated Learning (SRL) was a foundation for understanding and measuring engagement behaviors of online students. The Online Self-Regulated Learning Questionnaire (OSLQ) was the basis of the survey instrument. Participants were categorized into three groups of mobile device use (low, moderate, high). These three groups were used for comparison in each of the research questions. The research questions ask what impacts mobile learning has on student engagement, as measured with SRL; what impact mobile learning has on the SRL constructs of environment structuring, task management, and time management; and what associations mobile learning might have with student success and persistence. The ANOVA showed that mobile learning had a moderate impact on engagement for students in the high group. Students in each group engaged in environment structuring behaviors more than task strategies or time management behaviors. Students in the moderate and high groups engaged in task strategies more than the low group. Students in the high group engaged in time management behaviors more than the other groups. The Crosstab analysis did not show an association between levels of mobile learning and course grade or persistence. These findings have positive implications for online pedagogy and course design. Keywords: Mobile Learning; online learning; student engagement; Self-Regulated Learning; student success

PROFIL SELF REGULATION MAHASISWA PENDIDIKAN MATEMATIKA FKIP UNIVERSITAS RIAU DI MASA PANDEMI COVID-19

This research aims to determine the description of students’ self-regulation of Mathematics Education FKIP at the Universitas Riau during the Covid-19 pandemic. The subjects in this study were 121 students of Mathematics Education, FKIP, Universitas Riau. This research uses a descriptive quantitative approach. The data obtained from students was the score of self-regulation of Mathematics Education students, FKIP, Universitas Riau during the Covid-19 pandemic. The research that was conducted showed that the students' self-regulation were at a moderate level as many as 21 people (17.36%), at a high level as many as 80 people (66.12%), and at a very high level as many as 20 people (16.53%). Meanwhile, the achievement of students' self-regulation for each indicator consisted of a goal-setting indicator of 85.74% with a good category, an indicator of environment structuring of 80.48% in a good category, an indicator of task strategies of 73.17% in a fair category, an indicator of time management is 63.22%% in a fair category, an indicator of seeking help is 73.76% in a fair category, and self-evaluation indicator is 87.6% in a very good category. Based on the self-regulation category of each student and the percentage of self-regulation achievement for each indicator, it can be said that the students of Mathematics Education FKIP Universitas Riau were able to adapt while taking online classes during the Covid-19 pandemic by having good self-regulation.

Health management students’ self-regulation and digital concept mapping in online learning environments

Background Self-regulation of learning is considered one of the key capabilities deemed essential for the healthcare system and its workers to cope successfully with the current challenges they are facing. Therefore, healthcare curricula are increasingly called upon to support self-regulation as a central learning outcome. With scant relevant publications describing how students of medicine and other healthcare professions regulate their learning, this study set out to design and assess a problem-based learning using digital concept mapping in an online course and to evaluate the set of connections between this intervention and Health Management students’ self-regulation of learning. Method Students of a Management of Health Service Organizations program (100) were presented with an ill-structured problem, relevant to their course content (accreditation process within hospitals) and were asked to argue for or against the implementation of the accreditation process. The participants were asked to detail five arguments to establish their decision by using Mindomo, a popular digital platform for designing concept maps. The students were given predefined criteria that allowed them to self-assess their maps. Data for the analysis were gathered by two measurements: Concept mapping for problem-based learning scale and the Online self-regulated learning scale and were analyzed by using Partial Least Squares - Structural Equation Modeling. Results The analyses showed that at the beginning of the process, students’ online self-regulation was found lower than at the end of the intervention, and only two self-regulation sub-factors: Goal setting and Task strategies, were positively linked to students’ perceptions of the intervention. After the intervention, the analyses showed that it increased the levels of four Online self-regulation sub-factors: Goal setting, Task strategies, Environment structuring, and Time management. Conclusions Teachers need to recognize and account for different types of learners and encourage and scaffold students’ effective use of self-regulation strategies. Low self-regulated learners might fail to see the advantages of concept mapping in problem-solving activities. Combining these teaching and learning tools together with the use of advanced technology in an online course that encourages active learning enables the development and acquisition of abilities of self-directed learning among students in the medical and health management professions.

How Adolescents Develop and Implement Their Ideas? On Self-Regulation of Creative Action

This study explores how adolescents regulate their activity while working on creative projects. A large sample (N = 739) of Polish adolescents reported on their most creative, complex project conducted within the last year and answered retrospectively framed self-regulation items related to this specific activity. Exploratory and confirmatory factor analyses demonstrated a consistent pattern of self-regulation, capturing pre-task self-regulatory strategies (obstacles expectations, uncertainty acceptance), during-task strategies (adjusting approach, managing and reframing ambiguous goals, emotion regulation and dealing with obstacles), and post-task strategies (improving approach, readiness for sharing). Participants’ personality, creative self-concept, and creative mindsets were robustly related to the different strategies reported. Additionally, strategies resulted in differences in judges-assessed creativity of the projects conducted. We discuss the theoretical consequences and future research directions for creative self-regulation studies.

Six of one, half dozen of the other: Suboptimal prioritizing for equal and unequal alternatives

When presented with two difficult tasks and limited resources, it is better to focus on one task and complete it successfully than to divide your efforts and fail on both. Although this logic seems obvious, people demonstrate a surprising failure to apply it when faced with prioritizing dilemmas. In previous research, the choice about which task to prioritise was arbitrary, because both tasks were equally difficult and had the same reward for success. In a series of three experiments, we investigated whether the equivalence of two tasks contributes to suboptimal decisions about how to prioritize them. First, we made one task more difficult than the other. Second, we compared conditions in which both tasks had to be attempted to conditions in which participants had to select one. Third, participants chose whether to place an equal or unequal reward value onto the two tasks. Each of these experiments removed or manipulated the arbitrary nature of the decision between options, with the goal of facilitating optimal decisions about whether to focus effort on one goal or divide effort over two. None of these manipulations caused participants to uniformly adopt a more optimal strategy, with the exception of trials where participants voluntarily placed more reward on one task over the other. In these, choices were modified more effectively with task difficulty than in previous experiments. However, participants were more likely to choose to distribute rewards equally than unequally. The results demonstrate that equal rewards across two tasks are preferred over unequal, even though this reward equivalence leads to poorer task strategies and smaller gains.

The use of previously known languages and target language (English) during task-based interaction: A pseudolongitudinal study of primary-school CLIL learners

(Pseudo)longitudinal studies of the use of previously known languages (PKL) and the target language (TL) during interaction are still scarce in Content and Language Integrated Learning (CLIL) contexts, particularly those with young learners. This paper examines the use of PKLs (Basque-Spanish) and the TL English in various categories (appeals for assistance-clarification requests-metacomments-discourse markers-private speech) in two groups of CLIL learners (grade 5 and 6) during dyadic interaction. A greater use of PKLs in older learners was found, especially in less cooperative and more external to the task strategies. As regards TL use, both groups performed similarly, except for metacomments, where younger learners made a slightly higher use. When comparing PKLs to TL use, both grade learners resorted to Basque-Spanish more frequently than to English, except for metacomments. Learners seem to use their language repertoire for task-management purposes. Nonetheless, they still resort to PKLs to keep the flow of speech.

Rate Reduction of Wavelength Converters at Locations of Blocking in WDM Networks

This work, unforeseen systems are recreated for the blocking probabilities utilizing the channel task techniques like initially fit and arbitrary task strategies. Re-enactments are performed without converters for two cases in particular, NO CONV-FIRST FIT and NO CONV-UNIFORM and with converters haphazardly situated at hubs for two cases, for example, CONV-FIRST FIT-ALL, CONV-UNIFORM-ALL and with converters arbitrarily situated at centers past certain situation for two specific cases, CONV-FIRST FIT-SPEC and CONV-UNIFORM-SPEC. The presentations of every one of these strategies are contrasted and each other for an instance of 10 channels and burden on the system is 5 Erlangs.

Unleashing the power of salespersons’ implementation intentions through coaching

Purpose The purpose of the paper is to validate if managers (through the use of managerial coaching) can help subordinates develop implementation intentions to address difficult problems and situations with customers. These implementation intentions take the form of new task strategies and go beyond the automated mechanisms of providing more effort, persisting longer in the pursuit of goals or adapting old strategies to solve new problems. Design/methodology We designed a cross-sectional field study with a convenience sample of 184 salespeople from different companies. Respondents provided information concerning the coaching received from their supervisors, the degree to which they were able to develop implementation intentions in future encounters with customers, and sales performance. Data was analyzed using structural equation modeling in AMOS. Findings We found that coaching can help salespeople develop better implementation intentions and, thus, be more effective in their interactions with customers, ultimately increasing their sales performance. Originality The paper explores the use of coaching to help subordinates develop new task-oriented strategies, using two theoretical frameworks: implementation intentions and goal-setting.

Relational Maintenance Strategies and Satisfaction in the Stepmother–Stepdaughter Dyad

Existing research demonstrates the unique communication challenges faced within stepfamilies—particularly within the stepmother–stepdaughter dyad. This study examined the stepmother–stepdaughter relationship using Canary and Stafford’s relational maintenance strategy measure (RMSM). Specifically, researchers identified which relational maintenance strategies (RMS) are utilized by stepmothers and stepdaughters and the relationship between RMS and relational satisfaction. A sample of stepmothers ( n = 20) and stepdaughters ( n = 61) completed the RMSM and a relational satisfaction measure. Results indicate that stepmothers and stepdaughters most frequently use positivity and share task strategies, and that the openness strategy is strongly and positively related to relational satisfaction. Theoretical implications for scholars and practical implications for counselors and stepfamilies, along with areas for future research, are discussed.