Self-regulated Learning Approach Research Articles

Introduction to the SRL-S Rubric for Evaluation of Innovative Higher Educational Technology for Self-Regulated Learning

Abstract The integration of advanced learning analytics and data-mining technology into higher education has brought various opportunities and challenges, particularly in enhancing students' self-regulated learning (SRL) skills. Analyzing developed features for SRL support, it has become evident that SRL support is not a binary concept but rather a continuum, ranging from limited to advanced levels of SRL support. This article introduces the rubric, designed to evaluate the degree of self-regulated learning support available within technology enhanced learning environments. Following rubric design best practices, we took a multifaceted methodological approach to ensure rubric validity and reliability: consulting Zimmerman's theoretical model, comparing technological features distilled from empirical studies that demonstrated significant effectiveness, consulting SRL experts, and iterative development and feedback. Across three phases of SRL the rubrics describe evaluation criteria and in detail define performance levels (Limited, Moderate and Advance). By employing the rubric, educators and researchers can 1) gain insights into the extent of implemented SRL approaches, 2) further develop SRL support of learning environments, and 3) better support students on their journey towards becoming self-regulated learners. Finally, the reliability analysis demonstrated a high degree of agreement among different raters evaluating the same course, indicating that the rubric is a reliable tool for obtaining relevant evaluations of SRL support in higher education. We conclude by discussing the significance of the rubric in promoting self-regulated learning within the current pedagogical and technological landscape.

Self-Regulated and Strategic Learning Practices as Predictors of Academic Performance in Novice Nursing Students.

Promoting the success and retention of novice nursing students requires a better understanding of how self-regulated and strategic learning approaches impact academic performance. The purpose of this correlational study was to determine if there was a predictive relationship between the results of a self-regulated learning assessment and final grades in a foundational nursing course. The Learning and Study Strategies Inventory (LASSI) was used to collect data from a convenience sample of 75 students enrolled in an entry-level nursing course across 4 prelicensure programs. Scores were analyzed alongside demographic data and numeric grades at the end of the semester. Results demonstrated the significant predictive abilities of LASSI scores related to Anxiety, Concentration, Information Processing, Motivation, and Test Strategies. Additionally, non-native English speakers experienced significantly lower course grades. Nurse educators can improve student performance in an introductory course by teaching and modeling self-regulated and strategic learning practices.

Development of Multiple Representation Models in Physics Mechanics Learning Using a Self-Regulated Learning Approach

Abstract The challenge of learning mechanical physics is to help students with different characteristics learn to solve problems. Backgrounds education, initial abilities, understanding concepts, and self-regulated learning which can have an impact on representational abilities in solving physics problems. Model development needs to be carried out in an effort to facilitate students in learning to solve physics problems through a multiple representation model approach. Development uses the Dick & Carey model with descriptive analysis with pre and post-test design. The research was conducted at the Mathematics Education Departement, Mathematics and Science Faculty of Universitas Indraprasta PGRI, with a sample of 27 students taking physics mechanics course. Development has produced the VIFOCA learning model which consists of Visualization, Formulation, and Calculation. Formative evaluation involving instructional design experts, material and language experts obtained an average score of 4.75, while the formative evaluation of students showed an average score of 4.35, with a mean combined score of 4.55. The result of the evaluation formative show that the VIFOCA model is feasible for use in physics learning mechanics. The ability of physics problem solving is known based on the pre-test results of 61.33, while the post-test average is 68.74, with an increase of 12.08%. The results of this research indicate that the VIFOCA learning model can help facilitate learning and improve physics mechanics problem solving abilities.

Learning analytics dashboard-based self-regulated learning approach for enhancing students’ e-book-based blended learning

Learning analytics dashboard-based self-regulated learning approach for enhancing students’ e-book-based blended learning

A Sustainable Approach to Teacher Professional Development on Self-Regulated Learning (SRL) Implementation

Abstract Self-Regulated Learning (SRL) is widely acknowledged as essential for educational achievement and fostering continuous learning skills (Taranto & Buchanan, 2020). As a result, there has been a marked escalation in embedding SRL criteria within academic curriculums, including primary education (De Smul et al., 2020; Heirweg et al., 2021). However, implementing SRL poses a significant challenge for educators, as it requires them to focus not just on delivering content but also on guiding students through the process of strategic learning. Teachers require specialised knowledge and expertise in effectively teaching SRL (De Smul et al.,2019). Understanding how to offer teachers support for effectively implementing SRL into classroom settings represents a vital area for future research (Dignath, 2021; Greene, 2021; Karlen et al., 2020). To this end, the current study investigated teachers’ understanding of acquiring professional expertise in implementing SRL within Grades 5 and 6 classrooms. The research was conducted in a Catholic primary school in Victoria, Australia, employing a comprehensive SRL approach to teaching and learning practices. To gather insights from the participants, unstructured interviews were conducted. The methodology of Classic Grounded Theory (Glaser & Strauss in 1967) was applied to identify, conceptualise, and examine the participating teachers’ perspectives. This study demonstrated the preference among teachers towards a multifaceted approach to SRL-focused professional development (PD) for enhancing critical aspects of teacher knowledge they deemed vital for SRL implementation. Furthermore, the findings emphasised the significance of teachers participating in training sessions to enhance their SRL content knowledge, team teaching opportunities centred on SRL pedagogical content knowledge and teacher coaching that emphasised teachers’ experiences with practising SRL. The research underscored professional expertise in SRL implementation as an incremental process of cultivating specific areas of professional knowledge that relied on diverse approaches to PD and required a sustained approach.

Supporting self-regulated-learning in colonoscopy training—A comparison cohort trial

This study aimed to demonstrate that using a self-regulated learning (SRL) approach can improve colonoscopy performance skills. Colonoscopy is the gold standard for detecting colorectal cancer and removing its precursors: polyps. Acquiring proficiency in colonoscopy is challenging, requiring completion of several hundred procedures. SRL seems to be beneficial to help trainees acquire competencies in regulating their future learning processes and enhance the outcomes of current learning situations. SRL is a learner-centred approach that refers to a trainee's ability to understand and control their learning environment, including cognitions, motivations and emotions. The key abilities include self- and situational awareness, task analysis, and strategic planning. This study is the first to use an SRL approach for workplace-based colonoscopy training. In this comparison cohort trial, participants used two SRL supports: a self-review of videotaped performance, and an online learning platform with procedural and conceptual knowledge about colonoscopy. In the control cohort, participants performed patient-based colonoscopy as usual in their departments. Improvement was monitored via three video-based ratings (study start, end of the study period, and follow-up) using the Gastrointestinal Endoscopy Competency Assessment Tool (GiECAT). Outcomes were analysed using two-way analysis of variance with repeated measurements. This study recruited 21 participants (12, intervention cohort; nine, control cohort); 58 videos were recorded. The intraclass correlation coefficient was 0.88 (95% CI 0.61-0.98; p<0.001). The global rating scale (GRS) and checklist (CL) in GiECAT were analysed separately. No statistically significant main effects of cohort (GRS: F(1,16)=2.84, p=0.11; CL: F(1,16)=1.06, p=0.32), test (GRS: F(2,32)=2.56, p=0.09; CL: F(2,32)=0.76, p=0.48), or interactions between cohort and test were observed (GRS: F(2,32)=1.16, p=0.33; CL: F(2,32)=1.01, p=0.37). SRL in patient-based colonoscopy is feasible; however, no clear effect on performance scores was observed.

A Systematic Review of Self-Regulated Learning Approach through Digital Learning Media in Enhancing Students' EFL Speaking Competences

This study explores the substantial role of digital learning media in ensuring continuous learning regardless of location or circumstances. With many digital platforms available for teaching and learning, this paper investigates the benefits and characteristics associated with the utilization of digital learning media. Employing self-regulated learning approaches, the study aims to enhance students’ English as a Foreign Language (EFL) competencies. Conducting a systematic literature review covering the period from 2018 to 2023, the research follows the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines. Examining 25 articles from reputable databases (i.e., Scopus, Science Direct), the study identifies a positive correlation between the use of digital learning media, including Learning Management Systems (LMS) and Android-based smartphone applications, and improved student achievements. The findings emphasize the significance of digital tools that meet specific qualifications: being beneficial, organizing indicators effectively, and featuring robust and interactive visualizations. This research offers valuable insights for educators, policymakers, and researchers to enhance technology-based learning experiences in EFL education.

Motivating students to become self-regulatory learners: A gamified mobile self-regulated learning approach

Motivating students to become self-regulatory learners: A gamified mobile self-regulated learning approach

Design and Assessment of a Personalized Online Mathematics Learning System with Self-Regulated Learning Features: An Educational Design Research

A personalized online learning system incorporating a self-regulated learning approach was developed to deliver the factorization in quadratic polynomials topic on mathematics learning. This system created four learning materials for learning a certain topic in mathematics, corresponding to the students’ characteristics. This study followed the education design research approach to develop a self-regulated-based personalized online learning system and evaluate the system from a technology acceptance perspective. The Pearson correlation was computed and revealed the best fit of the collected data for further stepwise multiple regression analysis through students’ acceptance of learning mathematics before and after using the developed system. Furthermore, the Chi-square test was performed to determine the acceptance change and frequency rated by items to ensure an in-depth understanding of how acceptance changed before and after. Although the findings revealed that students’ perceived ease of use was primarily a predictor of their attitude about the system, they showed an increment in perceived usefulness after participating in the developed system. The students’ perceptions of ease and attitude toward the self-regulated-based personalized online learning system for mathematics learning should be mainly considered in further development, including the different learning approaches for supporting mathematics learning.

Investigation of Self-Regulated Online Learning According to Demographic Variables and Their Relationship to Learning Approaches

Self-regulation in online learning environments is of great importance in terms of ensuring effective learning since it makes the learner autonomous. In this context, the research aims to compare the self-regulated online learning of education faculty students according to certain variables and to reveal the relationship between their self-regulated online learning and learning approaches. The research is conducted using a correlational research design. Firstly, the general view of students' self-regulated online learning and learning approaches was determined. After that, self-regulated online learning averages were compared according to their gender and academic averages, and finally, the relationship between self-regulated online learning and learning approaches was presented. The study group of the research, which continues their education through distance education due to the pandemic in the 2021-2022 academic year; consisted of a total of 376 students who studied in different departments of the education faculty of Necmettin Erbakan University in Konya. The research findings demonstrate the fact that students' self-regulated online learning corresponds to an above-average value and their self-regulated online learning differs according to their gender and academic achievement. Moreover, there is a moderately positive correlation between the deep learning approach and self-regulated online learning skills, and a low negative correlation between the superficial learning approach and self-regulated online learning skills.

The Effect of Gamification with Self-Regulated Approach to Promoting Nursing Students’ Leopold’s Maneuvers Performance

Fetal appearance and proper position evaluation are crucial for determining the best labor treatments. Healthcare or midwifery nurses, require knowledge about the fetus's position and health to make decisions on whether to induce labor. In addition, attending to the patient's needs throughout labor is essential. The fetal positioning and monitoring process may be uncovered with the use of Leopold's techniques. Students find it challenging to apply what they learn in the classroom to real-world challenges since standard training lacks chances for clinical experience and application. This study aims to investigate the impact of integrating online game-based environments with gamification and a self-regulated learning (SRL) strategy on nursing students' Leopold's maneuvers skills. The use of games as a learning tool in education has gained popularity due to its ability to provide a playful and motivating experience for students, as well as fostering cooperation among them. However, the application of game-based learning and gamification in nursing skill instruction remains understudied. The researchers propose integrating an online game-based environment called Gather with gamification features and a self-regulated learning strategy for nursing students. The self-regulated learning approach in this study includes goal setting, performing tasks with gamification elements such as points, badge, leaderboards, and self-evaluation. An experiment will be conducted at a nursing school in a Taiwan university using a quasi-experimental design to investigate the learning performance, motivation, self-efficacy and perceptions.

Development of Digital Mathematics Teaching Materials Based on a Self-Regulated Learning Approach to Increase the Creativity of Jakarta Teachers

The creativity of teachers in developing digital mathematics teaching materials is required to increase students' understanding independently in online learning. A good learning strategy to increase creativity and independent learning is self-regulated learning. This community service training aims to increase the creativity of Jakarta teachers in developing teaching materials for digital mathematics learning based on a self-regulated learning approach. Twenty-three high school teachers in Jakarta attended the training. The stages consist of pre-training, training process, and post-training. The results of this community service training. The results show that: The teachers understand the material about the systematic development of digital mathematical teaching materials; Training provides clear information; The output of the training can help the learning of teachers; Teachers' creativity is increasing by making mathematics digital teaching material based on self-regulated learning Approach as the output of this training.

Developing listening comprehension skills of English majors at Aswan Faculty of Education through a cloud-computing based on the self-Regulated learning approach program

Developing listening comprehension skills of English majors at Aswan Faculty of Education through a cloud-computing based on the self-Regulated learning approach program

Developing digital literacy skills of English majors at Aswan Faculty of Education through a cloud-computing based on the self-regulated learning approach program

Developing digital literacy skills of English majors at Aswan Faculty of Education through a cloud-computing based on the self-regulated learning approach program

Application of Guided Inquiry Model Using Self-Regulated Learning Approach to Improve Student's Creative Disposition and Creative Thinking Skill in Biology Subject

Given the importance of globalization and the need to train students' thinking skills and broad knowledge to prepare them to face the demands of the 21st century work, education from the start needs to look more critically at educational practices and learning methods that should be directed. This study seeks to examine the effect of applying the guided inquiry model with the Self Regulated Learning approach to students' creative dispositions and creative thinking skills in high school biology learning. To achieve this goal, a sample of 70 students at one of the State Senior High Schools in Mataram, NTB. Subjects were purposively grouped into the experimental class, namely learning using the Guided Inquiry Model with the Self Regulated Learning (IT-SRL) Approach and the control class using the Ordinary Guided Inquiry (IT) model. Data on students' creative dispositions were obtained from a creative disposition questionnaire while data on students' creative thinking skills were obtained from tests of creative thinking skills which were compiled based on indicators of creative thinking skills. Hypothesis testing in this study uses. The results of the ANCOVA test showed that students who were taught using the guided inquiry model using the self-regulated learning (IT-SRL) approach had better creative dispositions and creative thinking skills than students who were taught using the inquiry method (IT).

Factors associated with nursing students' self-regulated learning in clinical practicum: A descriptive cross-sectional study.

Self-regulated learning is essential to nursing students' professional development, especially in the management of their learning and adaptation to complex clinical learning environments. This study aimed to explore the self-regulated learning status and associated factors of nursing students in clinical practicum. The study was conducted with 764 second-, third-, and fourth-year nursing students from 135 nursing undergraduate programs in Turkey. Data were collected using a questionnaire that consisted of sociodemographic characteristics, factors affecting learning, and the "Self-Regulated Learning Scale in Clinical Nursing Practice." Descriptive methods, univariate linear regression, and multiple linear regression were used for data analysis. The results of the multiple regression analysis revealed that being female, having a higher academic grade point average, having willingly chosen the nursing profession, feeling comfortable in clinical practicum, having the ability to transfer theoretical knowledge into practice, and making sufficient effort to learn in clinical practicum were factors associated with nursing students' self-regulated learning; these factors explained 45.1% of the variance. The study suggests that positive learning clinical environments can support students in the use of self-regulated learning approaches.

Self-assessment as a self-regulated learning approach in English oral presentations: College students’ choices and perceptions

Recently, alternative assessment (AA) has gained huge attention in oral ‎communication studies. An area that has progressively received momentous concerns in ‎the EFL/ESL literature is the employment of the self-assessment method. Despite this concern, ‎the empirical data on the college of engineering students’ willingness to implement self-assessment, their ‎perceptions towards it, and the impact of factors on their attitudes remain scant. Therefore, in ‎an attempt to contribute to this research-based, this study tries to investigate the engineering students’ perceptions towards self-assessments on developing their ‎oral presentation skills in an engineering scope. To accomplish this aim, the study recruited ‎‎110 participants. The study delved into the engineering students’ perceptions of ‎self-assessment strategy in two stages (pre-and post-questionnaire) in performing technical oral ‎presentations. A questionnaire was distributed to the students before and after ‎implementing the assessment. The findings revealed that the students possessed positive perceptions pertaining to self-assessment in both ‎stages, pre-and post-self-assessment.

Integrating self-regulated learning and individual differences in the prediction of university academic achievement across a three-year-long degree

The study investigated the joint contribution of the self-regulated learning (SRL) and individual differences approaches to the prediction of university students’ grade point average (GPA) obtained at three separate time points throughout their degree (3 years). We assessed cognitive (i.e., previous academic performance, cognitive ability, and cognitive SRL strategies) and non-cognitive variables (i.e., personality, trait emotional intelligence, motivation, and non-cognitive SRL strategies) in a sample of Spanish undergraduates. Results showed that GPA correlated with previous academic performance (i.e., combination of high school’s GPA and college admission test score), academic self-efficacy, academic engagement, SRL strategies, and conscientiousness. Hierarchical regression analyses indicated that non-cognitive factors (i.e., academic engagement, academic self-efficacy, regulation of behavior and context, and conscientiousness) alone explained 17–25% of the variance in GPA across three years, and previous academic performance accounted up to an additional 25% of the variance, jointly reaching an explained variance of up to 50% in GPA. Specifically, academic engagement and regulation of behavior and context demonstrated incremental validity over and above cognitive predictors such as previous academic performance, inductive reasoning and regulation of cognition and metacognition. The role of intelligence, whether cognitive or emotional, was not as obvious as a predictor. Two nested structural equation models explained about 27–29% of the variance in a latent GPA factor exclusively from a proxy of a global variable of non-cognitive factors as a latent predictor, which is a novel and promising proof of its robust criterion validity. Implications and recommendations for future studies are discussed.

Self-regulated pedagogical guidance for out-of-class listening practice: an empirical study of Japanese EFL learners

ABSTRACT Purpose This study proposed a metacognition-inclusive self-regulated learning (SRL) approach to out-of-class listening practice and explored its impact on learners’ listening performance and their reported use of self-regulatory listening strategies. Design/methodology/approach Participants comprised 45 students learning English at a university in Japan. They were drawn from two intact classes and assigned to intervention (IG) and comparison (CG) groups. They engaged in out-of-class listening practice for eight weeks. Only the IG received instruction to employ strategies that focused on metacognitive dimension of self-regulatory listening processes. Listening performance was measured using listening tests before and after the intervention. Strategy use was assessed via a questionnaire at the beginning of the intervention, immediately after the intervention, and nine weeks after the intervention. Findings Both groups made significant gains in the listening tests, and the advantage of the IG over the CG on the listening tests was not significant. However, the IG, but not the CG, demonstrated significant changes in the reported use of strategies over time. Furthermore, the effectiveness of the intervention seemed to depend on learners’ proficiency levels. The results suggest that learners, particularly those with higher proficiency, may engage in more metacognitive SRL processes in an independent listening context through a pedagogical intervention. Originality/value This study demonstrated the efficacy of the newly introduced SRL approach to listening pedagogy, thereby contributing further insight into pedagogical approaches to cultivate self-regulated listeners in independent learning settings.

A Descriptive Study of Intra-Individual Change in Advanced Violinists’ Music Practice

The purpose of this descriptive study was to investigate changes in advanced musicians’ self-regulated practice as they worked to acquire mastery of an étude across 2 weeks. Four advanced collegiate violinists recorded themselves practicing an étude in seven practice sessions, each approximately 20 min in length. Data were gathered via questionnaire, practice diaries, behavioral observations, an automated offline score-following program (which documented the measures played during practicing), and stimulated recall interviews in which participants commented on their own practice recordings. Several compelling changes in self-regulation sub-processes pertaining to forethought (goals, plans) and performance (strategies used, material addressed, time spent) self-regulation sub-processes across practice sessions were found. In addition, distinct differences in self-regulated learning tendencies were observed between participants. These results suggested that the participants struggled to implement a self-regulated learning approach, despite being advanced musicians and having much knowledge of practice methods. Suggestions for making practice instruction more explicit are discussed.