Abstract
This study investigates the use of self-regulated in blended learning by students in doctoral education courses to complete advanced statistics lectures. Self-regulated in blended learning is described in four phases according to Zimmerman, namely planning, monitoring, evaluation, and reinforcing. The participants consisted of five students from 5 different disciplines, and were willing to share their learning experiences. Research data obtained by interview method and analyzed qualitatively. Validation uses two strategies, namely member checking and peer debriefing. Member checking is done after the data is formulated into themes, then the researcher will bring it back to the participants to find out their accuracy. Peer debriefing was conducted by colleagues to review and ask critical questions about this research. Colleagues have at least a doctoral degree. The results show that planning for the completion of student assignments begins with (1) setting goals and planning strategies with (a) planning time for completing assignments; (b) Cooperation with peers online and off-line; and (c) planning for technical issues; (2) Regularly calculate their scores every week after being given feedback on the results of the lecturer's assessment, and save the feedback results from completed assignments; (3) using assignment assessment rubrics, using lecturer feedback, and grades, to measure progress in lectures; (4) the strategies they have designed and implemented have succeeded in making success in doing the task.
Highlights
One of the lectures in the doctoral education program that uses blended learning is advanced statistics
This study aims to investigate doctoral candidates in education using self-regulated in blended learning to complete advanced statistics lectures
This study aims to investigate the doctoral program students using self-regulated in a blended learning to complete independent tasks in advanced statistics lectures through blended learning
Summary
One of the lectures in the doctoral education program that uses blended learning is advanced statistics. The desired learning achievement is that students must master the ability to analyze research data with descriptive and inferential advanced statistics. Students who take advanced statistics courses are given group presentation assignments and independent assignments. Independent assignments are given at the end of each lecture 10 times in one semester, and must be submitted by students one day before the lecture the following week. Based on the assessment system, in completing advanced statistics lecture assignments, students must have good self-regulation. Winne and Marzouk (2019) and Jansen, et al (2019) stated that self-regulation itself is a description of students' ability to monitor, control, and direct aspects of their cognitive and affective processes in each learning process. Self-regulation includes several cognitive aspects, including: planning, monitoring, evaluating, and reinforcing (reinforming)
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