Online Self-regulated Learning Research Articles

Variations in online self-regulated learning abilities among Chinese K-12 teachers across different regions and levels.

Online self-regulated learning (OSRL) is crucial for online learners' success and lifelong learning. This study investigated the OSRL characteristics of K-12 teachers in China, who embody the dual roles of learners and educators. It also analyzed the differences in OSRL abilities across different genders, education stages, and school locations, and examined the correlation between education qualifications, years of service, and OSRL abilities. A self-report measure was used to assess K-12 teachers' OSRL, with data collected from 1,443 K-12 teachers (394 males and 1,049 females) in northeastern China. Descriptive statistical analysis was utilized to explore the characteristics of their OSRL. Independent t-tests and ANOVA were employed to investigate differences in OSRL among different genders, regions, and educational stages. Correlation analysis was conducted to examine the relationships between education qualifications, years of service, and OSRL among K-12 teachers. The data analysis revealed that K-12 teachers scored the lowest in Online Learning Self-Efficacy (OLSE), followed by Online Learning Management Strategies (OLMS), and then Online Learning Resource Management (OLRM). Notably, urban K-12 teachers exhibited higher OLSE abilities than their rural counterparts, while high school teachers scored higher in OLSE and OLMS compared to primary school teachers. Furthermore, a positive correlation was observed between education qualifications and K-12 teachers' OLSE, whereas a negative correlation was identified between years of service and K-12 teachers' OLSE. The findings reveal an uneven development across various dimensions of online self-regulated learning among K-12 teachers, necessitating support for the advancement of OLSE, OLMS, and OLRM. Particular attention should be given to the OLSE of teachers with longer teaching years and rural teachers. Encouraging K-12 teachers with lower education qualifications to pursue further education is also recommended. This study provides evidence and a novel perspective for teacher educators to develop online professional development programs, which is significant for optimizing online learning experiences and enhancing educational outcomes.

Impact of Self-Efficacy and Self-Regulated Learning on Satisfaction and Academic Performance in Online Learning

During the COVID-19 pandemic, universities widely adopted online and blended learning highlighting the need to investigate students’ self-efficacy and self-regulation in such an environment. This study examines the impact of self-efficacy and self-regulated learning on students’ satisfaction and academic performance in online learning contexts. Data were collected from 442 university students across various disciplines focusing on six dimensions of online learning self-efficacy and self-regulated learning. The findings reveal that both online learning self-efficacy and online self-regulated learning are at high levels for students in general, with no significant gender differences. Younger students, those in lower semesters and those with reliable internet connectivity exhibited higher levels of these attributes. Non-graduates demonstrated greater self-efficacy in social and academic interaction while management science social science and humanities students exhibited higher levels of online self-regulated learning. Further analysis shows that total online learning platforms used and online learning quality significantly predicted both self-efficacy and self-regulated learning. However, the total semesters using online learning and total online courses taken had no significant effect on these factors. Online self-regulated learning was strongly determined by self-efficacy. Self-efficacy in computer or internet, in the online learning environment, and in time management were significant predictors of online learning self-efficacy. In contrast, environment structuring, time management, goal setting and help-seeking were significant predictors in online self-regulated learning. Self-efficacy in time management and environment structuring were the highest contributing factors for online learning self-efficacy and online self-regulated learning respectively. However, only online self-regulated learning significantly influenced academic performance.

The impact of visualizations with learning paths on college students’ online self-regulated learning

The impact of visualizations with learning paths on college students’ online self-regulated learning

비실시간 온라인 수업에서 수업 구성원 간 상호작용과 학습지속의향의 관계

This study is an empirical study to confirm the influence of online self-regulated learning and negative emotions in the relationship between class members’ interactions and learning persistence in asynchronous online instruction. To this end, data was collected and analyzed for 447 college students. The results are as follows. First, the mediating effects of online self-regulated learning were positively significant and negative emotions were negatively significant in the relationship between class members’ interaction and learning persistence. Second, the sequential mediating effects of online self-regulated learning and negative emotions were significant in the relationship between interaction and learning persistence. That means as more active class members’ interactions were perceived in asynchronous online instruction, the more online self-regulated learning is promoted, which can result in a higher learning persistence by reducing negative emotions. Based on this, it was suggested to promote online self-regulated learning capabilities by promoting dynamic interactions between class members’ in asynchronous online instruction, and to create an online classroom environment that can offset negative emotions and enhance positive learning persistence by encouraging learners to participate in independent online learning spaces.

Future of Undergraduate Education for Sustainable Development Goals: Impact of Perceived Flexibility and Attitudes on Self-Regulated Online Learning

The COVID-19 pandemic accelerated the adoption of online learning, particularly in higher education institutions. This shift underscores the importance of sustainable education practices aligned with the United Nations’ Sustainable Development Goals (SDGs). SDG 4 emphasizes inclusive and equitable quality education, highlighting how online learning environments can enhance accessibility and flexibility for students worldwide. SDG 9 underscores the role of technological advancements in education. SDG 10 focuses on reducing inequality within and among countries, and online education can bridge educational disparities by offering flexible learning options to diverse socioeconomic backgrounds. SDG 17 emphasizes the importance of partnerships, which have been crucial in developing effective online learning solutions. This study investigates the relationship between undergraduate students’ self-regulated online learning, perceived flexibility, and attitudes towards the use of distance learning environments at a state university in İzmir, Türkiye. Utilizing a survey-type correlational research model, data were collected from 300 undergraduate students. The results indicate that undergraduate students exhibit high-level self-regulation, perceive moderate flexibility, and hold positive attitudes towards the use of distance learning environments. The analysis showed that self-regulated online learning is moderately correlated with perceived flexibility and strongly correlated with attitudes towards the use of distance learning environments. These findings suggest that both perceived flexibility and positive attitudes towards the use of distance learning environments play important roles in predicting self-regulated online learning. This research provides valuable insights for educators and institutions aiming to enhance the online learning experience by promoting self-regulated learning behaviors and flexible learning environments.

A Survey on High School Students' Online Self-Regulated Learning Skills

This study explores online self-regulated learning skills among high school students in three schools in China's EAST City Y using questionnaires. Results reveal the online self-regulated learning skills of high school students are positioned at an intermediate level, showcasing noteworthy disparities across distinct cohorts of high school students. Specifically, female students, urban residents, high-achieving students, and senior students (Grade 12) manifest distinct advantages in terms of online self-regulated learning aptitude. Conversely, male students, rural residents, students with comparatively lower academic achievements, as well as students in Grade 10 and Grade 11, evince limitations in online self-regulated learning skills. Additionally, Moderate internet use enhances high school students' online self-regulated learning; excessive or insufficient use hampers skill development. Future research should expand the sample to diverse regions and cultures to enhance generalizability.

Investigating Online Self-Regulated Learning Strategies Among Gifted High School Students in Saudi Arabia: Do Personality Traits Play A Role?

Investigating Online Self-Regulated Learning Strategies Among Gifted High School Students in Saudi Arabia: Do Personality Traits Play A Role?

The Relationship Between Self-Regulated Learning and Demographic Characteristics Among Undergraduate Nursing Students

Introduction: Self-regulated learning is the ability of individuals to actively regulate thought, feeling, and behavior during the learning process to achieve academic goals. Self-regulated learning is important to support the academic success of nursing students, but there is a lot of literature showing that nursing students are faced with various problems in learning such as tight assignment deadlines, time management, too many assignments, and difficulties in understanding the material caused by not being able to control and regulate themselves during the learning process. Objective: The purpose of this study was to determine the relationship between self-regulated learning and the demographic characteristics of nursing students. Methods: This study was a descriptive quantitative with cross sectional approach. The sample in this study is 276 respondents using a proportionate stratified random sampling technique. Self-Regulated Online Learning Questionnaire (SOL-Q) is used to measure the level of self-regulated learning. Results: The result of this study showed that there is a relationship between self-regulated learning and college years (p 0.05). Conclusion: Final year students who have low self-regulated learning can be caused by a lack of ability to manage time and motivation, while first-year students have high enthusiasm and motivation to succeed in academic fields. Students need to pay attention and have supporting factors in order to have good self-regulated learning The faculty is expected to be able to provide programs that help students develop self-regulated learning skills.

The mediating role of self-regulated online learning behaviors: Exploring the impact of personality traits on student engagement

AbstractOnline learning environments have become increasingly prevalent in higher education, necessitating an understanding of factors influencing student engagement. This study examines the mediating role of self-regulated online learning in the relationship between five-factor personality traits and student engagement among university students. A sample of 437 university students from educational sciences, social sciences, and health sciences disciplines participated in the study. Data were collected using ‘The Big Five Inventory’ to assess personality traits, the ‘Self-Regulated Online Learning Questionnaire’ to measure self-regulated online learning, and the ‘Student Engagement Scale in the Online Learning Environment’ to evaluate student engagement. Structural equation modeling with bootstrap analysis was employed to analyze the data. The study findings indicate that the five factor personality traits significantly predict self-regulated online learning. Furthermore, self-regulated online learning is a significant predictor of students’ engagement in the online learning environment. Additionally, the five factor personality traits are found to be significant predictors of student engagement in the online learning environment. Lastly, self-regulated online learning plays a partially mediating role in the relationship between the five factor personality traits and student engagement in the online learning environment. This study underscores the importance of considering individual differences in personality traits and fostering self-regulated learning strategies to enhance student engagement in online learning environments. Understanding these dynamics can inform the design of effective interventions aimed at improving student outcomes in online education.

Does eLearning Require Self-regulated Discipline? Measuring and Validating a Scale for Online Self-regulated Learning Quotient

Self-regulation has gained much prominence due to its necessity and significance in eLearning environment. The nature of eLearning mandates higher self-regulation to attain efficacy. In this article, we study the Online Self-regulated Learning Quotient (OSLQ) scale as it is a pioneering scale that has been verified for studying self-regulation in eLearning environment. The literature delineates the need to empirically examine the reliability and validity of the OSLQ in various contexts. This study was conducted in two phases on business school students from tier one management institutes in India. In phase 1, we performed qualitative analysis through focus group discussions on a sample of 24 respondents to check the content validity of the scale. In phase 2, we performed quantitative analysis on a sample of 528 respondents. Exploratory factor analysis in phase 2 of the study confirmed six factors. Confirmatory factor analysis in phase 2 of the study confirmed scale validity. Based on the findings, we conclude that OSLQ is a valid and reliable scale to assess self-regulation among Indian students in eLearning context. These findings have added to the theoretical legitimacy of the scale. In terms of practical implication, our findings suggest that OSLQ may be employed in an Indian context. This has significant implications for future research in self-regulation studies in India, especially in the context of eLearning.

Examining Chinese EFL learners’ online self-regulated learning: A mixed-methods approach

This mixed-methods study examined Chinese English-as-foreign-language (EFL) learners' online self-regulated learning (SRL) within Zimmerman and Moylan's (2009) SRL Model. It first investigated the learners' online SRL through validating the Chinese version of the Online Self-regulated Learning Questionnaire (COSLQ) via confirmatory factor analysis and descriptive analysis with a sample of 422 participants. Then with the assistance of ChatGPT in coding the learners' responses to semi-structured interviews with a deductive thematic analysis approach, it explored factors impacting the learners' online SRL. Results show that the Chinese EFL learners did not actively engage in online SRL. Their lack of competence in using the SRL strategies under investigation and the negative influence of the online learning setting were the two main factors affecting their online SRL. The study adds empirical evidence in support of Zimmerman and Moylan's (2009) SRL Model and enhances our understanding of SRL in the context of foreign language education. Pedagogical and methodological implications of the study for improving EFL teaching, learning and researching are also discussed.

The Influence of Online Self-Regulated Learning on BIPA Teaching Material Development Skills Using the Canva Application

The Influence of Online Self-Regulated Learning on BIPA Teaching Material Development Skills Using the Canva Application

A DEEP DIVE INTO GRADUATE STUDENTS’ SELF-EFFICACY AND ACADEMIC INTERACTION IN ONLINE LEARNING

Research into self-efficacy has received widespread recognition in the literature. However, little study has been done on students’ self-efficacy in asynchronous online academic interactions. This study examined graduate students’ self-efficacy in regulating their online interaction strategies. Grounded in the Asynchronous Online Self-Regulated Learning Inventory (AOSRLI), the study employed a virtual case study using an online self-assessment survey and focus group interview. Seventy-eight English education master students from two universities were approached and agreed to participate in the study. As a result, the study highlighted several critical findings: 1) lack of confidence in online interaction with the professors, 2) closed-mindedness to criticism, 3) self-fanaticism, and 4) the need for self-dialoguing and self-navigation. The students were commonly inactive, indifferent, and demotivated in their asynchronous online interactions, thus creating ineffective learning communication among them. Self-regulated learning cannot grow alone and rely on the students’ in-person learning initiatives, whereas they need pedagogical imperatives to scaffold their questioning, responding, and critiquing skills. The study suggests improving teachers’ scaffolding strategies and building students’ online community of practice to promote their activeness, engagement, and participation. The implication of this study calls for the inclusion of asynchronous virtual interaction skills into online learning pedagogy and CALL teacher education.

Profile of Self-Regulated Learning on First-Year Students at Science Education Department in Online Learning

<p dir="ltr"><span>Online learning requires students to study independently and manage lectures according to the time set. Researchers need to know the criteria for self-regulated learning of first-year students at the Physics Education Department. This paper aims to determine self-regulated learning during online learning. The study used a quantitative research approach with a survey method. The Online Self-Regulated Learning Questionnaire (OLSQ) collected the data, a 20-item scale with a 5-point Likert-type response format. The sample of this study was 131 students of physics and chemistry education study programs. Each was randomly selected to see how their respective study programs implemented independent learning activities during online learning. The results showed that each indicator of independent learning in online learning received a positive response through the OLSQ instrument that had been distributed. The disciplined behavior indicator has a higher percentage, followed by the exercise self-control indicator. Generally, the pre-service students have self-regulated learning with high criteria. This result can provide a good contribution and open for further research. The implication of this research can be a reference for lecturers to improve online and self-regulated learning quality.</span></p><div><span><br /></span></div>

“Does my teacher believe I can improve?”: The role of EFL learners’ meta-lay theories in their growth mindset and online self-regulation

While there is growing awareness that self-regulated learning (SRL) is an essential component of 21st-century skills, this topic is in its infancy within online second language (L2) education. Complicated by the impact of racing tech, online L2 education presents both opportunities and challenges, such that developing self-regulated language learners gains immediate urgency. Despite the large body of SRL literature on traditional classroom settings, very little is known about whether and how language learners at lower educational levels self-regulate their language learning in online classes and the degree to which their language teachers' beliefs shape their online SRL strategies. This study examined middle and senior high school EFL (English as a foreign language) learners' SRL strategy use in online language classes and its relations with learners' growth language mindset and meta-lay theories about their English teachers. Based on data collected from 524 students (M = 14.54 years) in northwestern China, the present study revealed a “meta-lay theory—mindset—SRL” model pertaining to students' perceptions about their English teachers' intellectual beliefs, which further predicted students' SRL strategies in online classes with the growth mindset as a mediator in between. Additionally, the study gauged the uniqueness of younger language learners’ language mindsets and meta-lay theories and the context-specificity of SRL strategies in online language classes. Pedagogical implications and suggestions for future research were also discussed.

The impact of a Personal Learning Environment on Chinese postgraduates’ online self-regulated learning skills / Impacto de un Entorno Personal de Aprendizaje en las aptitudes de aprendizaje autorregulado en línea de estudiantes de posgrado en China

This study investigated the impact of Personal Learning Environments (PLE) on the development of self-regulated learning (SRL) skills among postgraduate learners in China. 213 participants, divided into an experimental group ( n = 113) using a researcher-designed PLE platform and a control group ( n = 100) employing face-to-face instruction, joined a course on International English Language Testing Systems (IELTS). A mixed-methods approach was adopted, utilizing the Online Self-Regulated Learning Questionnaire (OSLQ) to explore SRL experiences, and weekly goal-achievement reports. Results demonstrated improvement in SRL skills in both groups, with the experimental group exhibiting significantly greater gains. Quantitative and qualitative results revealed that participants excelled in goal fulfillment but struggled with time management, help-seeking and self-evaluation skills. The study confirmed the positive influence of the PLE on postgraduates’ SRL skills, with implications for online learning design and the potential for PLEs to effectively promote SRL skills in online learning contexts.

A Retrospective Study of the Online Self-Regulated Learning Skills of Occupational Therapy Students Enrolled in a Full Online Curriculum at the University of Santo Tomas amidst the COVID-19 Pandemic

A Retrospective Study of the Online Self-Regulated Learning Skills of Occupational Therapy Students Enrolled in a Full Online Curriculum at the University of Santo Tomas amidst the COVID-19 Pandemic

Students’ technological skills and attitudes toward HyFlex learning: the mediating role of online self-regulated learning, blended learning perception, and preferred learning modes

Students’ technological skills and attitudes toward HyFlex learning: the mediating role of online self-regulated learning, blended learning perception, and preferred learning modes

A structural equation model of online learning: investigating self-efficacy, informal digital learning, self-regulated learning, and course satisfaction.

English as a Foreign Language (EFL) education increasingly relies on online learning, necessitating a nuanced understanding of crucial factors impacting learning experiences. This research investigates the intricate relationships among online learning self-efficacy, online self-regulated learning, informal digital learning of English (IDLE), and online course satisfaction within the unique context of EFL learners. The study involved 563 intermediate college students from various national universities in China. Structural Equation Modeling (SEM) was employed to analyze the data, providing comprehensive insights into the relationships among the identified variables. The results revealed significant insights. Both online learning self-efficacy and IDLE exhibited direct and positive influences on online course satisfaction. Furthermore, the study uncovered that online self-regulated learning acted as a partial mediator in the connection between online learning self-efficacy and IDLE with online course satisfaction. This mediation implies that learners' self-regulatory behaviors significantly affect how self-efficacy and informal digital language learning experiences impact overall satisfaction with online courses. The findings highlight the pivotal role of nurturing learners' self-efficacy beliefs, fostering IDLE, and promoting effective self-regulated learning strategies in the realm of online language learning. These initiatives are instrumental in enhancing learners' satisfaction and success in online courses. The implications of these findings for EFL instruction are substantial. By emphasizing the importance of self-efficacy, IDLE, and self-regulated learning strategies, educators can significantly contribute to creating more satisfying and successful online learning experiences for EFL students.

Students’ Perceptions of Google Tools on Supporting Self-Regulated Learning in an Asynchronous Course

The study investigated students’ perceptions regarding the use of an integrated set of five Google Tools (i.e., Google Classroom, Google Sites, Google Slides, Google Docs, and Google Forms) in creating a Computer-Mediated Communication (CMC) environment for self-regulated learning in an asynchronous course. Using a mixed-method convergent research design, a single online questionnaire comprising close- and open-ended questions was used to collect quantitative and qualitative data. Purposive sampling was employed, and two cohorts of undergraduate education majors were chosen. 114 participants completed the questionnaire. Quantitative data from Likert items were subjected to descriptive analysis and supplemented with students’ open-ended narratives, while specific qualitative data were examined with inductive thematic analysis. The quantitative findings revealed that students positively perceived the integrated set of Google Tools in terms of its usefulness, ease of use, confirmation, satisfaction, and continuance intention for supporting their self-regulated learning. The qualitative findings highlight students’ predominantly positive perception of Google Classroom as a Learning Management System (LMS) for self-regulated learning, stemming from its ease of use, efficient interface, and notification and reminder features. Minimal instances of other perceptions were also observed. The study proposes practical implications for educators to facilitate students’ online self-regulated learning by leveraging and integrating these five Google Tools in forming a CMC environment. Recommendations include allocating adjustment time and practice tasks to help students familiarize with the tools for smooth online learning.