Abstract
Purpose: The rise of digital learning and the prevalence of affordable devices are convenient for young adults who are accustomed to using their digital devices for almost everything such as communication, collaboration, and accessing multiple sources of information for solutions. However, the lack of ability to self-regulate learning processes has led to poor learning performance among undergraduates. Therefore, this study examined the effects of self-regulated learning strategies (SRLS) on learning performance among Malaysian IT undergraduates. Methodology: A sample of IT undergraduates from private higher education institutions in Malaysia participated in the study. Quantitative data from a total of 563 respondents was collected through questionnaire surveys and analysed using PLS-SEM. The common method variance was utilized in this paper. Findings: The findings of this study constitute essential results that three out of four SRLS domains (cognitive engagement, resource management, and motivational beliefs) positively influenced the students’ perception of learning performance. Significance: This study provides insight into the best SRLS to excel in digital learning for deeper learning particularly in the Malaysian context. Implications of the findings on higher education institutions as well as recommendations for future research are discussed.
Highlights
Digital technology has changed the student approach to learning
Almost half of the respondents fell in the age group of 21 to 22 years of age (49.9%), followed by respondents aged 19 to 20 years old (45.1%), and the remaining 5 percent fell in the age group of 23 to 24 years old
The study reported here investigated the effects of self-regulated learning strategies on learning performance in digital learning within blended learning environments in higher education institutions
Summary
Digital technology has changed the student approach to learning. It has become a necessity and an integral part of their lives. The confident emergence of digital learning can be attributed to the rapid and continuous innovation in educational technology in this digital era (Benson & Kolsaker, 2015). With the current Covid-19 global pandemic, the adoption of digital learning will continue to persist in being the new norm for most universities. With this situation, the need for students to develop self-regulated skills and digital literacy skills is even more urgent. Blended learning occurs any time a student learns, at least in part, at a supervised brick-and-mortar location away from home and at least in part, through digital delivery with some element of student control over the time, place, path, and/or pace of learning (Tang & Chaw, 2016; Anthonysamy, AhChoo, & Soon-Hin, 2020)
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