From realistic to idealistic online learning: a drawing analysis of the conceptions of university students with different self-regulation levels

Abstract

With its increasing popularity, understanding learners’ perceptions of online education has become more important. The present study employed drawing analysis to examine university students’ conceptions of online learning and how students with different self-regulation statuses conveyed their ideas through drawing. A total of 58 Taiwanese university students were recruited in the present study. In order to explore their conceptions of realistic and idealistic online learning, they were required to produce two drawings based on the guiding questions. Besides, this study employed a questionnaire to understand university students’ online learning self-regulation. Based on the analysis of the drawings of realistic and idealistic online learning, it was found that students intended to shift their attention from individual (realistic) to group participation (including peers and teachers) (idealistic); they also cared about the learning spaces, windows and facilities (e.g. air conditioning), and a comfortable and quiet learning environment (idealistic). In addition, students with a higher level of self-regulation believed that an idealistic online learning context should include doors/windows, while those with a lower level of self-regulation drew symbols or words related to negative emotions in realistic online learning contexts. These results mean that the higher self-regulated students could better control and manage their learning time and progress independently, so they needed more flexibility and control to manage their learning environment. Finally, the implications and directions for future research are provided based on the findings.