Effects of the Self-regulated Learning Ability of Remote Classes Perceived by Hair Major College Students on their Learning Outcomes

Abstract

This study aims to analyze the relationship between self-regulated learning ability and learning performance in remote classes perceived by hair major college students, thereby finding methods that can accumulate empirical data on hair major, provide quality education, and contribute to the development of education. To this end, 301 copies of self-written questionnaires by hair major college students were used as data for final analysis. The study examined the effect of self-regulated learning ability on learning performance, which proved that the factors of social, physical, and cognitive domains partially influenced self-regulated learning ability significantly. This means it is essential to provide information and motivate college students to improve their desired knowledge and professional skills, so they accept the limitations of the virtual era and do not lose interest in learning in each space and location. Moreover, for practical classes where communication is slow, setting an exact deadline, presenting practice results for students to check their learning levels, and individual classes according to each stage will maximize students’ satisfaction and the practical efficiency of remote classes. Further, introducing a manpower pool system and inducing continuous interaction will help improve poor communication, maintain a network between instructors and classmates, and raise voluntary learning ability and interest in studying and self-planned learning, thereby enhancing learning outcomes. Follow-up studies will produce more objective results by subdividing and expanding the subjects of analysis. In addition, it is hoped that more competitive professionals are nurtured, and that the hair major department develops by providing high-quality classes.