Self-management Of Learning Research Articles

Gender as a Moderator to Students’ Behavioral Intention Toward Online Learning

The study has used the theoretical constructs of unified theory of acceptance and use of technology (UTAUT) model and explored the student's intention to use online learning through EdTech apps. Specifically, the moderating effect of gender has been analyzed. Primary data has been collected from Indian students enrolled in online learning during the COVID-19 pandemic. The partial least squares multi-group analysis (PLS-MGA) technique has been used for data analysis. Results have indicated that self-management of learning, perceived-playfulness, effort-expectancy, and performance-expectancy positively influence the use of online learning, while social influence had insignificant influence. Further, the perceived-playfulness was found to have a high impact on the behavior intention of female students in India.

VARK learning styles in Medical Education: a systematic review

Introduction: Medical education, due to its complexity and need for theoretical and practical integration, can significantly benefit from the application of the VARK model to adapt and customize teaching methods to the individual needs of students.Objective: to identify the learning styles and modality according to the VARK model of students in medical training through a systematic literature review. Methods: it was proposed to follow the guidelines of the Prisma guide, taking into account articles from Google Scholar and Medline PubMed databases, the search was performed between May 2020 and June 2024, considering publications in English and Spanish. Results: obtained from the reference search were loaded into the Rayyan software. Fourteen articles from six different countries (n=2031) were included, the finding focused on two categories, the distribution of style and learning modality. Conclusions: the identification of the style with the highest utilization, according to the VARK model, is the kinesthetic learning technique while the preferred learning modality was unimodal followed by bimodal, this allows teachers to adapt their teaching methods to the individual preferences of students, while students who know their own learning styles can take a more active role in their educational process, choosing study strategies that best suit their preferences, which can lead to greater self-management of learning.

Implications of clinical simulation in motivation for learning: scoping review.

To identify, synthesize, and analyze the scientific knowledge produced regarding the implications of using clinical simulation for undergraduate nursing or medical students' motivation for learning. The search for articles was conducted between July 28 and August 3, 2022, on the PubMed/MEDLINE, Scopus, Web of Science, and SciELO databases. The following was used for the search: P - undergraduate students attending Nursing or Medicine courses; C - motivation for learning, and C - skills and clinical simulation laboratory. The following research question guided the study: "What are the implications of clinical simulation on the motivation for learning of undergraduate students of nursing and medicine?" Of the 1,783 articles found, 13 were included in the sample for analysis. All stages of the selection process were carried out by two independent evaluators. The results were presented as charts and a discursive report. The studies analyzed indicated the beneficial effects of clinical simulation on students' motivation, in addition to other gains such as competencies, technical and non-technical skills, knowledge, belonging, autonomy, clinical judgment, critical and reflective thinking, self-efficacy and decreased anxiety, self-management, and improvements in learning and learning climate. Clinical simulation provides a positive learning environment favorable to the development of technical and interpersonal skills and competencies, and raising the level of motivational qualities.

Insights into mobile learning continuance intention among school students and teachers via a hermeneutic phenomenological study during COVID-19

PurposeThis study aims to describe the m-learning experience of school students and teachers during the COVID-19 pandemic and explores the factors influencing the continuance intention of m-learning.Design/methodology/approachSemistructured interviews of 24 students and 09 teachers of schools in national capital territory (NCT) Delhi, India were conducted over 03 months and transcribed verbatim. A hermeneutic phenomenological design was used to interpret the text and bring out the “lived experiences” of m-learning.FindingsThe following 15 themes or factors influencing continuance intention emerged through the hermeneutic circle: (1) actual usage, (2) attitude, (3) context, (4) extrinsic motivation, (5) facilitating conditions, (6) intrinsic motivation, (7) perceived compatibility, (8) perceived content quality, (9) perceived mobile app quality, (10) perceived teaching quality, (11) perceived usefulness, (12) satisfaction, (13) self-efficacy, (14) self-management of learning and (15) social influence.Research limitations/implicationsThe study offers insightful recommendations for school administrators, mobile device developers and app designers. In addition, suggestions for effectively using m-learning during disasters such as COVID-19 have been provided. Several future research directions, including a nuanced understanding of m-assessment and online discussions, are suggested to enhance the literature on m-learning continuance.Originality/valueThe study enriches the literature on m-learning continuance. A qualitative approach has been used to identify relevant factors influencing m-learning continuance intention among secondary and higher secondary level (Grades 9 to 12) school students and teachers in India. In addition, a conceptual framework of the relationships among the factors has been proposed. Further, an analysis of the lived experiences of m-learning during the COVID-19 pandemic indicated several issues and challenges in using m-learning during disasters.

Embracing Mobile Learning: Exploring the Acceptance Among Undergraduates in Sri Lankan Universities

This research explores the emerging trend of mobile learning in the higher education sector, with a focus on identifying key factors influencing its adoption in Sri Lanka. In this study, a quantitative approach was employed, encompassing a participant pool of 323 undergraduates drawn from Sri Lankan national universities. The study scrutinizes the factors that influence the acceptance of mobile learning by investigating performance expectancy, effort expectancy, social influence, facilitating conditions, perceived playfulness, and self-management of learning employing mainly correlation and multiple regression data analysis techniques. A notable revelation emerges as the research highlights "self-management of learning" as the most influential factor, surpassing the conventional assumption regarding the significance of "performance expectancy," which surprisingly exhibits no direct impact on mobile learning acceptance. The model effectively explains an impressive almost sixty-eight percent of the variance in undergraduates' acceptance of mobile learning. Beyond the academic context, the insights that emerged from this study hold the potential to revolutionize educational practices in Sri Lanka, offering valuable guidance to educators, policymakers, and educational technology developers striving to seamlessly integrate mobile learning into the higher education landscape while contributing to the broader discourse on innovative pedagogical strategies.

Digital educational environment: the methodological aspect of launching innovations

The postnonclassical methodology of environment-oriented learning is based on the synthesis of informatics, psychology and pedagogy. The pedagogical constructs of the digital learning environment are three types of digital pedagogical resources: information, communication, and management of learning and cognitive activities.The interdisciplinary approach allowed us to define a digital learning system functioning in an educational environment enriched with a digital part. The digital learning system includes the subjects of the educational process (teachers and learners) as well as new objects functioning on a digital platform: three types of interrelated pedagogical resources. Under certain conditions, the system acts as an integrity and fulfills the educational function.The value of the article lies in the substantiation of the necessity to change connections in the digital learning system in order to achieve innovative effects. It is substantiated that the necessary condition for the manifestation of innovative effects is the actualization of new connections and relations between the elements of the highlighted system. The profound changes in the digital learning system require a radical restructuring of the links and relations in accordance with the post-non-classical pedagogical methodology. For this purpose, in accordance with the first fundamental law of cybernetics, it is necessary to increase the diversity of the process control system. Such diversity can be achieved by increasing the freedom of educational actions of students not only by expanding the spatial and temporal framework of activity but also by the ability to choose the depth, the functionality of problem solving, the situation of its solution through a variety of information and communication actions in the digital environment. The expansion of the space of educational choice and the responsibility associated with it contributes to a conscious independence in learning, student’s transition from the position of the object of control by the teacher to the subject of co-management, self-management of learning activities.The system-forming factor of digital transformation of activity is defined as setting the goals of educational activity associated with the adoption of new values, both terminal and instrumental. The emergence of the third digital divide, preventing the achievement of innovative effects in the developing educational environment, is substantiated.The article is addressed to university teachers oriented to achieve new results of professional training in the use of digital environment. The presented scientific approaches are new for domestic and foreign practice.

Validation of the GAEU-1 Acale to Assess the Learning Management of University Students

Introduction: The self-management of university learning encompasses a series of aspects that allow students to be conscious and autonomous in their professional training. Objective: In this article, we present the process of creation and validation of a scale to assess essential factors of this phenomenon: self-management of learning, conscious motivation strategies for learning, perception of academic performance, and techniques for deep learning. Method: The design is a cross-sectional quantitative process with the purpose of carrying out validity and reliability analysis of a psychological measurement instrument. The research was conducted with 1373 university students from Chile and Ecuador. Results: The scale consists of 19 items that conform the four factors mentioned and whose results indicate adequate psychometric properties, allowing it to be applied in the Latin American context. Novelty:This research proposes a new instrument to assess the self-management of the university learning process, which contributes to carrying out new research in the university educational context. Doi: 10.28991/ESJ-2023-SIED2-019 Full Text: PDF

Competencies Development Strategy Using Augmented Reality for Self-Management of Learning in Manufacturing Laboratories (AR-ManufacturingLab)

Technological tools in education open new learning possibilities. This proposal describes integrating augmented reality and different educational elements to develop engineering competencies, specifically using specialized machinery in the manufacturing laboratory. It is necessary to encourage self-management of learning, where users interact with the devices employing an application that contains significant information about procedures to perform and essential elements to consider when manipulating the machinery. The machines involved include industrial robots, CNC (Computer Numerical Control) lathes and milling machines, and PLCs (Programmable Logic Controls). In a traditional training model, an instructor guides the users in learning how to manipulate the equipment. This proposal intends that the participants use their mobile devices to receive each machine's instruction and the necessary documentation. The participants' learning pace varies. So, the research aimed to reduce the deficit in the disciplinary competencies since, in the traditional methodology, there is no heterogeneity in understanding the contents. We designed a competency development strategy with six laboratory practices, integrating multimedia elements to address the significant learning content of each manufacturing cell device. Each lesson contained information about each device and a practice activity and self-evaluation to ensure learning the content.

A Study on the Students’ Adoption Intention Behavior Towards Online Classes During COVID 19 Pandemic Applying UTAUT Model Extensions

The prime drive of this paper is to examine the factors to define students’ intention to the acceptance of online classes in Bangladesh throughout COVID19 pandemic. The paper follows qualitative research for identifying research problems and quantitative research for collecting primary data. Data have been collected through questionnaire survey and analyzed by Structure Equation Modeling by Partial Least Squared (PLS). This study is grounded on Unified Theory of Acceptance and Use of Technology (UTAUT) model invented by Venkatesh, Morris, Davis, and Davis (2003) along with six additional variables that extended the model for this study. The results revealed that Performance Expectancy (PE), Social Influence (SI), Self-Management of Learning (SML), Technology Anxiety (TA) and Complexity (COM) have a substantial impact on Students’ Behavioral Intention (BI) towards the adoption of online classes. Alternatively, Effort Expectancy (EE), Facilitating Condition (FC), Perceived Cost (PC), Relative Advantage (RA), and Resistance to Change (RTC) were found insignificant relationship. This study is conducted in a certain period. The different outcomes could be found in another time frame. The result of this study will provide the idea about factors influencing adoption of online classes which may be referred for choosing future teaching-learning techniques in compare with face-to-face learning. Taking online classes may save time, energy, money of both students and teachers along with institutions which become important concern in near future.

УДОСКОНАЛЕННЯ УПРАВЛІННЯ ДУАЛЬНОЮ ОСВІТОЮ СТУДЕНТІВ ДОРОЖНЬОГО ГОСПОДАРСТВА НА ОСНОВІ СТУДЕНТОЦЕНТРИЧНОЇ МОДЕЛІ САМОУПРАВЛІННЯ НАВЧАННЯМ

The objective of the study consists a scientific substantiation of the need to improve the management of dual education of students in the road sector on the basis of a student-centered model of self-management of learning. The article analyzes the implementation of the concept of training students in the dual form of education in higher education institutions. For this purpose, the author makes a theoretical compilation of dual education, analyzes the latest publications on the topic of research, provides a description of the road sector, highlights the beginning and stages of evolution of the dual form of education, and summarizes the experience of its implementation in higher education institutions and road sector enterprises. This allowed us to move on to defining the essence and features of the student-centered approach and the possibility of its use in dual education. To this end, the purpose, main tasks, principles and unresolved issues of dual education development in the context of the introduction of a student-centered model of self-management of learning are defined. The prospects of using a student-centered model of self-management in dual education are proved, according to which the key knowledge, skills and abilities that a student must be able to acquire to ensure that they meet their own needs and interests, in providing opportunities for the formation of an individual educational way. Methodology of the study. The theoretical and methodological basis for the study of problematic aspects of managing the dual form of education is an information and analytical base consisting of 200 sources of scientific and educational information, as well as general and special research methods: scientific abstraction, analysis and synthesis, induction and deduction, system modeling, logical generalization of results directed at determining the quality and quantity indicators of the specified research objective. Scientific novelty of the results obtained is to substantiate the possibility of improving the management of education in the dual form on the basis of a student-centered model of self-management of learning, the use of which transforms the student from an object to a subject of educational activity, that is, an active participant in the educational process. This contributes to the comprehensive development of the student’s personality and increase his or her role in the educational process. Conclusions. Based on the analysis of the implementation of the concept of preparing students for dual education in higher education institutions, a scientific substantiation of the need to improve the management of dual education of road sector students based on the student-centered model of self-management of learning is carried out.

Explore the moderating impact of learners’ anticipated emotions on mobile learning outcome: A moderated mediation model

ABSTRACT The study results have indicated the desire to take mobile learning, attitude towards mobile learning and self-management of learning are positively linked to mobile learning continuance intention. Moreover, it has been found the desire to take mobile learning mediates the link between attitude towards mobile learning and mobile learning continuance intention and positive anticipated emotions reinforce the positive link between attitude towards mobile learning and desire to take mobile learning. Finally, the study findings have shown subjective norm, negative anticipated emotions, positive anticipated emotions and attitude towards mobile learning are positively associated with desire to take mobile learning.

Empowerment and Reflexivity Vector of Self-Determination, Self-esteem, and Knowledge of one's Own Learning Style and Technological Strategy: Case of the Digital Personal Project

AAD Self-Digested Learning is a learning strategy oriented towards the actor subject, capable of reconfiguring one's resources autonomously and responsibly. The latter makes it possible to conceive one's personal and collective action project in a conscious and resonated way. ADA offers adult learners the opportunity to plan and manage their resources, collaborate with their peers to develop cultural, methodological and technological competences. Nevertheless, the implementation of an AAD-centric approach depends on andragogic and pedagogical expertise, by managing the complexity of the teaching-learning situation from the modeling and personalization of a family of learning situation differentiated and personalized to the needs and learning styles of adult learners. At the same time, current andragogic trends continue to proclaim the use of a learning approach to reflexivity and self-management of personal and collective action projects. Identifying the family of self-management problem situations can help learners acquire these skills. However, most academic training schemes favor expository and masterful approaches to the detriment of andragogic approaches, soliciting the power of analysis, reflection and management of their own learning processes. The main objective of this study is to show the importance of self-regulated learning and its close relationship with the planning and management of reflective learning. We propose a systemic and holistic modeling of pedagogical strategies, promoting the self-management of learning. The diversification of teaching strategies and knowledge of andragogic principles constitute the guideline, which guide and help learners to understand the process of construction and self-regulation of updated personal action projects (AHS). The identification of the family of self-management situation of learning (SAA), founds the new device of didactic engineering of tasks (according to an ergonomic aim and professional didactics). We have adopted two measurement instruments: a reporting tool and a digital and dynamic dashboard. The reporting tool to support the reflection and planning process of learners by leading them to describe their instrumented activities, their action plans and their evaluations on the activities carried out during the project to help and optimize decision-making. These production activities are integrated with self-regulating data in order to improve the quality of formalized projects. The dynamic dashboard allows learners to manage control and performance indicators. Learners can specify the situation data according to the expected objectives. We have implemented this methodological proposal with the development of an intelligent tutoring based on the formalization of conceptualized activities, which integrates the reporting tool and the personalized dashboard. To evaluate our proposal, we first tested the ability to create a large sample of indicators that are proposed in existing research on the analysis of empowerment and cognition activities. In addition, an exploratory study was conducted to assess the usability and perceived usefulness of andragic principles. Based on the results of this research, we found that AAD supports learners' reflections on how they conduct their technological project and provide them with the appropriate means to steer and manage their learning activities, even if the creation of indicators seems difficult for novices.

Attitudes and Perceptions of Teaching Staff About the Online Learning During the COVID19 Pandemic: A Case Study of Engineering Education

For a long time, the online learning (OL) was reserved for a particular group of learners: mostly older people with multiple family, work, financial and other responsibilities. These students benefited from the opportunities offered by this type of educational modality compared to traditional face-to-face education. However, the emergence of the Sars CoV virus (and its derivatives) not only generated health problems, but also affected social structures, generating various problems in the field of education The general objective of the present research is to know the perceptions and evaluations that academic teaching staff from a engineering faculty have about the emergency online teaching-learning process that occurred in the context of the COVID 19 pandemic. Based on several previous works related to online learning (OL) and recently in the literature on emergency online learning (EOL), an instrument (questionnaire) was developed and implemented with the participation of teachers from a Chilean university. The research is quantitative-descriptive and had the following specific objectives: To know about (1) the readiness of the teaching staff towards the OL and (2) their interactions with others, to characterize (3) the use of different Self-management skills and (4) the interaction with LMS and ICTs., and (5) to know about the available resources for OL. In general, the results show that teaching staff show mastery in aspects related to self-management of learning, but a low level of motivation and readiness for OL and a "loss" in aspects related to interaction with others (students and peers). These results provide a first approximation to university teachers ' perceptions of OL and allow us to identify several aspects that should be improved. This research was financially supported by DAAD (Project Nr. 57334905).

Perceptions of Teaching Staff About the Online Learning in Engineering During SARS CoV Pandemic

The general objective of the present research is to know the perceptions and eval-uations that academic teaching staff from a engineering faculty have about the emergency online teaching-learning process that occurred in the context of the SARS CoV pandemic. Based on several previous works related to online learning (OL) and recently in the literature on emergency online learning (EOL), an in-strument (questionnaire) was developed and implemented with the participation of 126 teachers from a Chilean university. The research is quantitative-descriptive and had the following specific objectives: (1) To know about the disposition (readiness) of the teaching staff towards the EOL, (2) To know about the their in-teractions with others during EOL, (3) To characterize the use of different Self-management skills during EOL, (4) To characterize the interaction with LMS and ICTs., and (5) To know about the available resources for EOL. In general, the re-sults show that teaching staff show mastery in aspects related to self-management of learning, but a low level of motivation and readiness for EOL and a "loss" in aspects related to interaction with others (students and peers). These results provide a first approximation to university teachers ' perceptions of EOL and allow us to identify several aspects that should be improved. This research was financially supported by DAAD as part of the project Praxispartnerschaften zwischen Hochschulen und Unternehmen in Deutschland und in Entwicklungsländern ab 2017 (Project Nr. 57334905).

Validation of an Instrument to Measure Students’ Perceptions of Online Learning

In the context of the COVID-19 global pandemic and the health measures derived from it, emergency online learning (EOL) became the only possible alternative to be able to continue the training process in the university context. The general ob-jective of the present research is to know the perceptions and evaluations of stu-dents at a Chilean public university about the "emergency" online learning pro-cess that occurred in the context of the COVID-19 pandemic. Based on several previous works related to online learning (OL), an instrument (questionnaire) was developed and implemented with the participation of 117 students. The re-search is quantitative-descriptive and had the following specific objectives: (1) To determine the attitude of university students towards EOL; (2) To characterize the learning experience of students in online modality; (3) To know about the availa-ble resources of students for EOL; and (4) To validate the developed questionnaire through a factor structure analysis. In general, the results show that students are proficient in the aspects related to self-management of learning, but have a low level of motivation for EOL and suffer a deficit in aspects related to interac-tion with others (teachers and peers). These results provide a first approximation of Chilean students' perceptions of EOL and allow us to identify several aspects that should be improved by professors and university authorities. This research was financially supported by the German Academic Exchange Service (DAAD as part of the project “Praxispartnerschaften zwischen Hochschulen und Un-ternehmen in Deutschland und in Entwicklungsländern ab 2017” (Project Nr. 57334905).

University Students Intention to Continue Using Online Learning Tools and Technologies: An International Comparison

In recent years, universities have put enormous efforts to promote the use of online learning among students and lecturers. Despite this, little is known about the intention of students to use online learning. The objective of this research is to study the continuance intention of online learning in the post-COVID-19 period in higher education. The research focuses on online learning tools and technologies by applying a modified Expectation-Confirmation Model (ECM) developed from earlier theoretical models, including three new constructs: the self-management of learning, computer anxiety, and habit. The international research compares three countries—Spain (Europe), Chile (Latin America), and Jordan (Asia)—which differ economically and culturally. The Partial Least Squares approach (PLS-SEM) was used to test the research model. As a conclusion of the study, the relationships of the proposed model’s constructs vary among the three countries, given their socioeconomic, technological, and cultural differences. Interestingly, self-management learning is a key factor that has a significant positive influence on continuance intention for the three countries, especially in Jordan. This study makes an interesting contribution to existing research in education and discusses how learning can be made more sustainable in complex settings.

The Junior Students' Internet Literacy Scale: Measure Development and Validation.

Despite the great attention paid to Internet literacy research, little has been done to overcome the problems stemming from the heterogeneity of Internet literacy nomenclature and the use of non-standardized measurement tools, especially for adolescents in developing countries. Considering junior students are the high-risk groups of Internet addiction and have wide access to the Internet, the aim of this study is to develop a new scale to assess Chinese junior students’ Internet literacy (JIL). In the psychometric study (n = 1099 junior students), an 18-item scale was developed using the exploratory and confirmatory factor analyses, which includes five subscales: knowledge and skills for the Internet (KSI), Internet self-management (ISM), awareness and cognition of Internet (ACI), Internet interactions (II), and autonomous learning on the Internet (ALI). Evidence of internal reliability, test-retest reliability, and construct validity provided good psychometric support for the measure. Criterion-related validity of the measures was demonstrated by examining its anticipated theoretical relations to two hypotheses: (1) High JIL level alleviates the adverse effects of an individual’s Internet addiction degree, while pathological use for interacting with others on the Internet exacerbates the adverse effects; (2) an individual’s degree of Internet use self-efficacy is positively associated with JIL level. It is envisaged that the JIL Scale will help facilitate unified research in the field.

Antecedents and consequences of college students' satisfaction with online learning

We delved into the antecedents and consequences of college students' satisfaction with online learning. We proposed the antecedents would be interactions, teaching presence, self-management of learning, and academic self-efficacy, and that the consequence would be intention to continue to use online learning. Participants were 236 college students in South Korea who completed an online survey. Our findings suggest that students' satisfaction with online learning was positively related to the interactions between students and instructor, teaching presence, self-management of learning, and academic self-efficacy. We also found that student satisfaction with online learning positively predicted their intention to continue to use online learning. Thus, our findings in this study provide educators with ways to increase student satisfaction, and add to knowledge about the relationship between students' satisfaction and their intention to take online courses.

Universidad en tiempos de Covid-19: tecnologías que acortan distancias

The presence in the world of the pandemic known as Covid-19 has brought with it challenges and challenges in all areas, but especially in the educational context. The University of Granma responds to the intention of promoting the use of technologies in the improvement of Higher Education and in current times has had to enhance this aspect due to the need for social distancing. This work presents some of the alternatives that have been adopted in the House of Higher Studies and how young people have assimilated them, based on the experiences obtained in the teaching of the Communication course, which belongs to the Sociocultural Management for Development career from the Faculty of Economic and Social Sciences. The epidemiological situation has not prevented the training of comprehensive and competent professionals, on the contrary, it has enabled students to achieve self-management of knowledge and meaningful learning, using virtual teaching- learning environments.

Fungsi Manajemen Diri Siswa SLTP Dalam Memahami Pembelajaran Pendidikan Agama Islam (PAI)

In the study, the writer describes the function of senior high school student’s self management in comprehending of Islamic education learning (PAI). Bacically, the student’s self management is similar to the management in general. But, the student’s self management consists of the value of educational psychology. Student’s self management is an individual ability or potential which needs another help such as teachers to make the role of student’s self management to become optimal. There are same indicator, that should be done by the student’s in managing their selves in learning, include Islamiic education learning, they are; determining the purpose of learning accurately, evaluating the objectivity of learning completely, giving reinforcement to themselves toward the task, that they were done. In Islamic education learning, it is possible to apply the concept of student’s self management is influenced by student’s discipline. Discipline is the basic principle of student’s self management in Islamic education learning. It can be concluded that the applying of discipline principle is relevant with student’s self managemen in Islamic education learning thus the value of Islamic education learning gives a spirit to ward student’s self management