Self-regulated Learning Approach Research Articles

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

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

AimThis study aimed to demonstrate that using a self-regulated learning (SRL) approach can improve colonoscopy performance skills. BackgroundColonoscopy 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. MethodsIn 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. ResultsThis 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). ConclusionsSRL 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.

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.

A concept mapping-based self-regulated learning approach to promoting students’ learning achievement and self-regulation in STEM activities

ABSTRACT STEM (Science, Technology, Engineering, and Mathematics) education is attracting increasing attention, but how to improve students’ STEM learning achievement is still a big challenge. In the process of learning, students actively set learning goals, organize learning content, set learning standards, and independently adapt learning strategies and monitoring measures in order to achieve their own learning goals and to help them learn STEM knowledge and skills. Concept mapping is considered to be an effective visualized knowledge organizing tool that helps students to manage and organize their knowledge systematically and visually. This study proposes a concept mapping-based self-regulated learning approach. A quasi-experiment was conducted using a concept mapping-based self-regulated learning system in order to evaluate the effectiveness of the approach. The experimental results show that the proposed approach significantly improved students’ STEM skills, but not their STEM knowledge compared to the conventional self-regulated learning approach. The proposed learning approach helped to improve students’ self-regulation compared to the conventional self-regulation learning approach. In short, the concept mapping-based self-regulation learning approach enhances students’ self-efficacy and self-regulation, which in turn helps students to learn STEM skills effectively.

Mixed-methods approaches to learning strategies and self-regulation in Physical Education: a literature review

ABSTRACT Introduction Students’ learning strategies and self-regulation processes are considered highly important in academic and Physical Education contexts. Educational researchers have called for mixed-method designs to investigate how students learn and not only what they learn. The aim of this literature review was to analyze the use of mixed-method designs in self-regulated learning research in a physical education setting. Methods The following databases were searched for relevant articles: ERIC, Persee, PsycInfo and Scopus. No date range was specified and keywords for the search included learning strategies, self-regulated learning, Physical Education, mixed-method, qualitative and quantitative analysis. Thirteen articles were selected and classified according to their theoretical framework. The last stage of selection extended the literature review in each theoretical framework. Results The results show that mixed-method design is relevant when researchers need findings on how students learn, and not only on what they learn. The use of mixed methods is well suited to the Information Processing, Self-Regulated Learning and Student Approaches of Learning theoretical traditions.

Evaluation of self-regulated learning on problem-solving skills in online basic Physics learning during the COVID-19 pandemic

The problems of learning physics have experienced increasingly complex obstacles amid the demands of online learning due to the COVID-19 pandemic. The purpose of this study is to explain the basic physics learning process through an online system during a pandemic, by evaluating the Self-Regulated Learning (SRL) approach to Problem-solving Skills (PSS). Data were collected through distributing questionnaires, interviews and documentation studies, then analyzed. This study shows that the applied SRL has been implemented well, but has not been optimal in improving PSS in online Basic Physics learning. The unpreparedness of technological devices and the competence of educators and students become obstacles that result in difficulties in solving physics problems so that the expected results are not following the expected learning targets. Also, this study shows the difficulty of learning physics online during the pandemic. Thus, a responsive physics learning model is needed with conditions that allow the delivery of physics material to be well understood, even though it is delivered through digital media. This is a demand that needs the attention of all parties so that the achievement of online learning targets remains optimal and effective in increasing the problem-solving skills of students during the COVID-19 pandemic.

Pengembangan Buku Ajar Simulasi dan Pemodelan Fisika dengan Unity3D Berbasis Self Regulated Learning

This study aims to develop a simulation and modeling physics textbook assisted by Unity3D software with a self-regulated learning approach. This research uses Development and Research method through 4D Model. The definition stage is carried out by determining the characteristics of the textbook that will be developed through the initial study. The design stage is done by choosing the format and design of the textbook to produce the first correction (draft). The development stage is carried out to have the second draft, third correction, and the final product of the textbook. The second correction is obtained through the revised expert validation results that have been recommended. The third correction is the acquisition of small group test results by taking them randomly. Based on the results of field tests on students who are taking Physics Simulation and Modeling courses, the final product of the textbook is obtained. One of the textbook features and tools developed is the project assignment feature and the video tutorial tool. Based on the validation of the textbook and its supporting devices, the criteria are very feasible and ready to be used and can guide student learning independently through the features in the textbook. The development of this textbook is expected to assist in developing simulations and modeling in physics and other fields of science, such as engineering and health.

Are Gifted Students Adapting Their Self-Regulated Learning Processes When Experiencing Challenging Tasks?

Self-regulated learning (SRL) promotes both current and future academic achievement and must be adapted based on task demands. To develop SRL, gifted students must have opportunities to experience optimally challenging tasks. Gifted students’ past experiences (or lack thereof) with challenging tasks affects how they approach current tasks, which affects how they will approach challenges in the future. The current study used a two-stage approach to examine the extent to which Honors College students are able to adjust their SRL approaches based on task demands. Stage 1 provided baseline data on which types of Graduate Record Examination data analysis problems each student found to be difficult or easy. Then, in Stage 2, students were provided individually designed, easy and difficult problems. The students reported their SRL processes while engaging with the problems. When students were solving difficult problems, they demonstrated lower self-efficacy, lower performance evaluations, and lower effort. Furthermore, students reported using more surface level strategies when solving a difficult task, compared with their deeper strategic approach employed when engaging with the easy task. These findings suggest that, although gifted students may be aware of deeper, more effective strategies, they may not transfer these skills to difficult learning tasks. Thus, one recommendation would be to provide gifted students with more opportunities to practice building and transferring adaptive SRL processes when faced with a challenging task.