Self-regulated Learning Environment Research Articles

Dynamic interplays between self-regulated learning and computational thinking in primary school students through animations and worksheets

Recent studies identify Self-Regulated Learning (SRL) as a key factor in enhancing cognitive development, particularly within Computational Thinking (CT) literature. However, research gaps remain in understanding how SRL and CT interact from a developmental perspective. Our study designed a program with tailored animations and worksheets to specifically foster students' learning and cognitive development. Using a mixed-methods approach, we administered surveys among 1235 students from 29 Hong Kong primary schools to investigate a dynamic learning system comprising SRL and CT in a large-scale CT program. Additionally, semi-structured interviews were conducted with 15 students to further probe insights. Quantitative findings revealed a mutually reinforcing relationship in the dynamic system, suggesting that higher SRL skills enhance cognitive CT abilities, and vice versa. Complementing these results, qualitative findings showed that integrating animations and worksheets into the CT program significantly boosted students' SRL and cognitive development. These findings have significant implications for educational practices and curriculum design. Schools should consider implementing SRL strategies, such as proactive goal setting and reflective evaluation, within their curricula to promote students’ cognitive development. Furthermore, strategic investments in educational technology, including collaborations with EdTech developers, are essential to create effective, pedagogically sound tools that enhance learning outcomes. These insights provide valuable guidance for creating a supportive SRL environment that fosters cognitive development in primary school education.

Exploring the Influence of Chinese College Students’ Self-regulated Learning Behavior on Academic Achievement in Online Education: A Study on the Mediating Role of Online Course Perceptions

Online education offers students a more diverse learning approach. Students can choose courses that suit their learning pace and schedule, without being limited by time and space. Online education provides a self-regulated learning environment where there is no one to supervise them. Self-regulated learning training, along with prompts, activities and supporting tools, can effectively promote the academic achievement of online learning goals. In online learning environments with low levels of support and guidance, it is worth observing and summarizing university students’ self-regulated learning (SRL) behaviors, and further proposing corresponding key strategies to effectively enhance students’ learning outcomes. This study found that SRL behavior has a positive impact on learning outcomes, indicating that training in self-regulated learning significantly contributes to improved learning effectiveness. These findings offer valuable insights for the instructional design and management of online education.

Self-regulated smart learning environment, classroom engagement and intercultural communicative competence of EFL students in China

Self-regulated smart learning environment, classroom engagement and intercultural communicative competence of EFL students in China

Students’ motivational trajectories in vocational education: Effects of a self-regulated learning environment

Motivation is central for successful learning processes and lifelong learning. In the present study, the motivational development of vocational students in a learning environment promoting self-regulated learning (SRL) was examined in comparison to a control group with regular, teacher-centered instruction. The first aim was to examine the development of the dispositional and situational motivation of vocational students. The second aim was to gain a deeper understanding of the students' motivational experiences and the factors of the learning environment that promote and impede motivation. For this purpose, a mixed-methods design was applied. Through multilevel analysis, we investigated the development of dispositional motivation between the beginning and the end of the first year of vocational education (N = 159), as well as the development of situational motivation over the first 14 weeks using weekly motivation measures (N = 119). In addition, we interviewed 19 students from the SRL-promoting and regular school settings. The quantitative results revealed significant changes in dispositional and situational motivation over time. The qualitative results showed that the three basic psychological needs (relatedness, competence, and autonomy) were central determinants of the students’ motivation in both learning environments—albeit to varying extents. Overall, the SRL-promoting learning environment has positive effects on student motivation, but interindividual differences must be considered. Moreover, the results shed light on the coexistence of different motivation regulations within students and interindividual differences in the interpretation of the satisfaction of the three basic psychological needs.

The effect of interactive videos enhanced with pop-up questions on teacher candidates’ learning performance in science

ABSTRACT Background Since the early 20th century, the development and widespread adoption of information technologies have created new opportunities in various aspects of human life, including education. This situation has provided educators with numerous opportunities to develop innovative learning methodologies and environments. Nowadays, interactive videos, commonly used in educational settings, provide students with a self-regulated learning environment where they can access learning materials on-demand. Purpose In this research, our aim was to investigate the impact of interactive videos enriched with pop-up questions on the academic achievements of prospective science teachers. Sample A total of 330 science teacher candidates participated in the study. Study I, conducted to assess teacher candidates’ perceptions, involved 302 participants. Study II, which measured the direct effects of the tests, included 330 participants. Design and Methods The study employed a mixed-method design with a quasi-experimental approach to compare learning outcomes. Results The analysis revealed that the majority of participants expressed that interactive videos significantly contributed to their overall learning. While interactive videos did not have a direct impact on test performance, they were found to have an indirect effect. Conclusion Based on these findings, we concluded that interactive videos with pop-up questions positively influenced learning and are worthy of further exploration in future studies.

The Impact of Prompts and Feedback on the Performance during Multi-Session Self-Regulated Learning in the Hypermedia Environment.

The hypermedia environment is among the most prevalent contemporary self-regulated learning (SRL) environments; however, methods for improving the effectiveness of students' multi-session SRL in such environments remain under discussion. In this study, two experiments were conducted to explore whether and how prompts and feedback benefit performance during multi-session SRL in a hypermedia learning environment. A total of 76 senior students participated in Experiment 1, which used a mixed 2 (prompting condition: prompt, no prompt) × 2 (feedback condition: feedback, no feedback) × 2 (learning session: Session 1 and Session 2) design to explore the effects of prompting and feedback on the multi-session learning process in a hypermedia environment. The results indicated that, in learning Session 1, performance in the prompt condition was significantly better than in the unprompted condition, with or without feedback; in learning Session 2, participants in the prompt condition with feedback performed significantly better than those in the other three conditions. Students in the group with a prompt and feedback had the most accurate meta-comprehension absolute accuracy in both learning sessions. Experiment 2 recruited 94 secondary school students to further explore whether the combination of prompts and different types of feedback led to different learning outcomes according to the division of feedback timing. A mixed 2 (prompt condition: prompt, no prompt) × 3 (feedback condition: delayed feedback, immediate feedback, no feedback) × 2 (learning session: Session 1 and Session 2) design was used. The results indicated that, in learning Session 1, the prompt condition outperformed the unprompted condition with or without feedback; in learning Session 2, students with prompted delayed feedback outperformed the other five conditions. We also found that although there was no significant difference in meta-comprehension monitoring accuracy between delayed and immediate feedback, both groups performed significantly better than those in the no feedback condition. These results suggest that the combination of prompts and feedback in hypermedia environments facilitates student performance better than prompts or feedback alone; this improvement may be related to the correction of poor internal student feedback.

Cognitive presence in learner–content interaction process: The role of scaffolding in online self-regulated learning environments

The effectiveness of learner–content interaction in online inquiry depends on the extent student cognitive presence can be fostered. This study sought to understand how scaffolding support enhances cognitive presence during the learner–content interaction process in the online environment. Two learning modules on introductory science concepts were developed incorporating the predict observe explain (POE) pedagogical framework. Students engaged with these learning modules to learn the science concepts independently. Data sources comprised post-module interviews, written responses, and observations of student interactions with the online learning modules. Analysis of discussions revealed that the adopted pedagogical framework can effectively foster student cognitive presence during the learner–content interaction process. Findings further revealed that the scaffolding elements embedded into the learning modules contribute to the emergence of higher levels of cognitive presence especially for the students with prior knowledge. Conversely, this study provides evidence that students may develop misconceptions about the science concepts even with the embedded scaffolding and guidance. This study calls for further research into the continual improvement of the pedagogical approach to stimulate cognitive presence for both advanced and novice learners and reduce the potential risk of misconceptions occurring during the learner–content interaction process.

SRL-O and gamification–the connection between the two elements in online learning platforms supporting learning goals

Showing content in online platforms is a wide topic and the possibilities for representing content seem to be endless. This paper discusses the incorporation of learners’ goals into content in online learning platforms, with the focus on gamification as the content representation method. In fact, the aim of this study was to explore how learning goals in an online self-regulated learning environment match with gamification as an online representation possibility. Thus, the terms gamification, self-regulated learning and learning goals as presented in different studies are analyzed and introduced in this work. The method used in this paper was a qualitative and quantitative semi-systematic literature research method. The results show how gamification and self-regulated learning go together and which key elements are used in gamification. The findings confirm that gamification supports learners’ goals in self-regulated learning during the following phases: performance, forethought and self-reflection.

Dimensional Structure of MAPS-15: Validation of the Multidimensional Academic Procrastination Scale.

Academic procrastination is a complex behavior that hampers the cyclical process of self-regulation in learning, impeding the flow of actions necessary to achieve the goals and sub-goals that students have set out to attain. It has a high frequency of occurrence and has been linked to lessened student performance and a decrease in psychological and physical well-being. The objective of this study is to analyze the psychometric characteristics of a new academic procrastination scale MAPS-15 (Multidimensional Academic Procrastination Scale) applicable in self-regulated learning environments through a cross-validation study (exploratory factor analysis and confirmatory factor analysis). The sample consisted of 1289 students from a distance/online university, with a wide age range and sociocultural variability. The students completed self-reported online questionnaires on two dates: during the university access and adaptation phase and before the first period of compulsory exams. One-, two- and three-factor structures were tested as well as a second-order structure. The results support a three-dimensional structure of MAPS-15: core procrastination, a pure dimension of procrastinating behavior and difficulty in carrying out the action; poor time management, a dimension related to time organization and perceived control over time; and work disconnection, a dimension conceptually related to lack of persistence, and work interruptions.

Student-content interactions: Exploring behavioural engagement with self-regulated inquiry-based online learning modules

Technological innovations and changing learning environments are influencing student engagement more than ever before. These changing learning environments are affecting the constructs of student behavioural engagement in the online environment and require scrutiny to determine how to facilitate better student learning outcomes. Specifically, recent literature is lacking in providing insights into how students engage and interact with online content in the self-regulated environment, considering the absence of direct teacher support. This paper investigates how instructional design, informed by the factors relating to behavioural engagement, can influence the student-content interaction process within the fabric of inquiry-based learning activities. Two online learning modules on introductory science topics were developed to facilitate students’ independent study in an asynchronous online environment. The study revealed that students showed a high commitment to engaging and completing the tasks that required less manipulative and pro-active effort during the learning process. The findings also revealed that instructional guidance significantly improved the behavioural engagement for student groups with prior learning experience in science simulations and technology skills. This study highlights several issues concerning student engagement in a self-regulated online learning environment and offers possible suggestions for improvement. The findings might contribute to informing the practice of teachers and educators in developing online science modules applicable to inquiry-based learning.

Development and implementation of motivated strategies for a learning thinking maps tool among computing students

This study emphasized the challenges in teaching and learning fundamentals of programming as a consequence of the lack of metacognitive awareness, which is associated with problem-solving abilities. These abilities can be enhanced through the use of thinking maps, but they are typically used only in school and under the supervision of a teacher. Additionally, the practice is conducted in a typical manner, with no interesting features incorporated into the process, and it does not promote the development of metacognitive awareness. Therefore, the purpose of this study is to produce a learning tool to train computing students using thinking maps in the multimedia environment to enhance their metacognitive awareness. The developed tool called Motivated Strategies Thinking Maps Tool (MoSTMaT) embeds multimedia principles as well as motivated strategies for learning theory to keep students motivated and able to learn in the self-regulated learning environment. The tool was developed using ADDIE instructional design model and was evaluated by the end user namely computing students. A set of questionnaires containing three parts was applied to measure the acceptance of students; 1) multimedia principles, 2) post-study system usability, and 3) motivated strategies for learning was applied to measure the acceptance of students. The result of this study indicated that students agreed that the multimedia application in the tool is suited for students’ usage, has adequate information on thinking maps, a user-friendly interface, and is suitable to be used in the self-regulated mood. The implication of this study is the conceptual framework for developing MoSTMaT can be a guide for developing instructional tools in self-regulated learning. Furthermore, this study demonstrated that multimedia principles and elements had a beneficial impact on motivation and self-regulation among computing students.

Self-Regulated Learning and Scientific Research Using Artificial Intelligence for Higher Education Systems

Self-regulated learning (SRL) is a very significant ability for students in the learning process, and SRL strategies are used to assist students in learning efficiently in higher education. Many SRL environments face challenges and barriers, including less immediate feedback and guidance, a high level of self-personalization, environment, and resources from teachers or learner designers. Hence, in this paper, the artificial intelligence framework for self-regulated learning (AIF-SRL) overcame the SRL environment's challenges in higher education. Self-regulated students are active participants in their learning and may select from a strategic portfolio and monitor their progress towards the objective. The proposed artificial intelligence-based solution has been used to monitor student behavior through students' feedback and responses. The experimental results show that the proposed AIF-SRL method improves the student's self-evaluation, self-regulation behavior, self-efficacy, learning gain, and self-satisfaction compared to other existing methods.

Evaluating students’ experiences in self-regulated smart learning environment

The increasing development in smart and mobile technologies transforms a learning environment into a smart learning environment that can support diverse learning styles and skills development. An online learner needs to be supported for an engaging and active learning experience. Previously, this progressive research developed and implemented a self-regulated smart learning environment (mobile app) among final-year undergraduate students to support online learning experiences. To understand students' experiences, there is a need to evaluate the mobile app. However, there is a lack of a well-documented study investigating students' experiences in terms of usability, challenges, and factors influencing satisfaction to inform a decision regarding future implementation. This study attempts to fill these gaps by exploring these experiences for sustainable future implementation. The study used cyclical mixed-method evaluations to explore the experiences of 85 final-year undergraduate students. The quantitative data were collected using a survey on the constructs of the research model previously developed to evaluate factors influencing students' satisfaction, and the qualitative used focus group discussions to explore usability experiences and challenges of implementations. The quantitative data were analyzed using SPSS 25 to confirm the structural equation model's relationship. The qualitative data were analyzed using a thematic process to understand students' experiences. The findings from the first mixed-method evaluation show that students were able to follow the learning process, and the application supported their online learning experiences. However, a student expressed the need to improve user functionalities to motivate and engage them in the learning process. The suggestions were incorporated into the mobile app development for the second evaluation. The findings from the second evaluation revealed similar support. However, students suggested a web-based version to support different operating systems and improve interactions. Furthermore, the information system qualities and moderating factors investigated supported students' satisfaction. Future research could explore facilitators' experiences in the mobile app for sustainable development and implementation for engaging online learning experiences and skills development.

PENGARUH KEMANDIRIAN BELAJAR DAN LINGKUNGAN PERGAULAN TERHADAP HASIL BELAJAR OTK HUMAS DAN KEPROTOKOLAN SMK NEGERI 3 SURAKARTA

<p align="center"><strong>Abstract</strong><em> </em></p><p><em>The study was aimed to determine (1) the effect of self-regulated learning on students’ </em><em>learning outcomes of OTKP students grade XII in Public Relations and Protocol Administration subject at SMK Negeri 3 Surakarta in year 2020/2021; (2) the effect of social environment on students’ learning outcomes of OTKP students grade XII in Public Relations and Protocol Administration subject at SMK Negeri 3 Surakarta in year 2020/2021; and (3) the effect of self-regulated learning and social environment on students’ learning outcomes of OTKP students grade XII in Public Relations and Protocol Administration subject at SMK Negeri 3 Surakarta in year 2020/2021. This study was quantitative research with a correlational method. The population of this study was twelfth grade students OTKP of SMK Negeri 3 Surakarta in the 2020/2021 academic year, 102 students. The researcher used incidental sampling with 81 students as the sample. The data were collected using documentation and questionnaires. The data self-regulated learning and social environment were collected using questionnaires, meanwhile the data of students’ learning outcomes were collected using documentation. Then the data were analyzed using a prerequisite test and multiple linear regression analysis using IBM SPSS 22.0 program. This result of study showed that: (1) there was a positive effect of self-regulated learning on student’ learning outcomes of twelfth grade students of OTKP SMK Negeri 3 Surakarta year 2020/2021 with t-value 1,995 > t-table 1,99085; (2) there was a positive effect of social environment on students’ learning outcomes grade XII OTKP students at SMK N 3 Surakarta year 2020/2021 with t-value 2,253 > t-table 1,99085; and (3) there was a positive effect of self-regulated learning and social environment on students’ learning outcomes of grade XII OTKP students at SMK N 3 Surakarta year 2020/2021 with F-value 13,088 > F-table 3,11.</em></p>

Students’‎ Readiness for Self-Regulated Smart Learning Environment

The increasing development in smart and mobile technologies supports transformation of learning environment into a smart learning environment to meet diverse learners’ needs. Learning in an online environment requires motivation and skills to succeed. Self-regulated learning has been identified as one of the strategies for supporting students in an online learning environment. However, despite these innovations, there is a scarcity of well exploratory works to understand if students have skills, experiences, and technology resources for implementing a self-regulated smart learning environment. This study attempts to fill the gaps by investigating these experiences and technology resources. The study used mixed-method to investigate the readiness of 157 undergraduate students. The quantitative data used an online self-regulated learning questionnaire (OSLQ), and the qualitative data used focus group discussions. The quantitative data were analyzed using descriptive statistics and correlations, and the qualitative data used a thematic method to understand students’ experiences. The investigations show that students understood the self-regulated learning process and its’ role in their academic success. Moreover, they have access to mobile internet services and smart devices, mostly an android operating system. More so, goal setting, time management, and self-evaluation are among the top-level skills readiness, and there is a relationship between previous online learning experiences and these skills. Future research could investigate facilitators’ readiness to develop a self-regulated smart learning environment for engaging online learning experiences and skills development.

Fostering self-regulation and engaged exploration during the learner-content interaction process: the role of scaffolding in the online inquiry-based learning environment

PurposeThis study aims to present a scaffolding framework incorporating sophisticated technology that can inform instructional design to support student inquiry learning in the self-regulated online environment.Design/methodology/approachThe classic predict, observe and explain (POE) framework has been extended through the incorporation of an additional evaluate (E) phase into the model to enhance the self-regulated online learning environment. The extended POEE scaffolding approach, in this study, has been conceptualized as an implicit guide to support the process of guided inquiry for learning particular science concepts. Digital tools were sourced and integrated into this design framework to substitute for the support typically offered by teachers and peers in classrooms.FindingsThe findings suggest that the POEE pedagogical design facilitated the inquiry process through promoting self-regulation and engaged exploration. It also promoted positive emotions in students towards the scaffolded learning modules.Originality/valueIntegrating technologies that benefit students differentially in educational settings remains a considerable challenge. More specifically, in science education, an appropriate inquiry learning context that allows access to well informed pedagogical design is imperative. The application of this inquiry-based scaffolding framework can inform educators in the process of creating their own instructional designs and contexts to provide more effective guided learning.

The Testing Effect in University Teaching: Using Multiple-Choice Testing to Promote Retention of Highly Retrievable Information

Background Retrieval practice promotes retention of learned information more than restudying the information. However, benefits of multiple-choice testing over restudying in real-world educational contexts and the role of practically relevant moderators such as feedback and learners’ ability to retrieve tested content from memory (i.e., retrievability) are still underexplored. Objective The present research examines the benefits of multiple-choice questions with an experimental design that maximizes internal validity, while investigating the role of feedback and retrievability in an authentic educational setting of a university psychology course. Method After course sessions, students answered multiple-choice questions or restudied course content and afterward could choose to revisit learning content and obtain feedback in a self-regulated way. Results Participants on average obtained corrective feedback for 9% of practiced items when practicing course content. In the criterial test, practicing retrieval was not superior to reading summarizing statements in general but a testing effect emerged for questions that targeted information that participants could easily retrieve from memory. Conclusion Feedback was rarely sought. However, even without feedback, participants profited from multiple-choice questions that targeted easily retrievable information. Teaching Implications Caution is advised when employing multiple-choice testing in self-regulated learning environments in which students are required to actively obtain feedback.

Higher Education Students’ Experience of Emergency Remote Teaching during the Covid-19 Pandemic in Relation to Self-Regulation and Positivity

The main objective of the present research was to explore students’ experiences of emergency remote teaching during the Covid-19 pandemic. Specifically, we were interested in how strategies for coping with an emergency situation, learning strategies and positivity relate to this experience. A total of 337 university students participated in the study. The data were collected with an online questionnaire. The results show that students used more adaptive coping strategies (positive reappraisal, acceptance and refocus on planning) and fewer maladaptive strategies (blaming others, catastrophising). Furthermore, students reported the frequent use of two self-regulated learning strategies, i.e., environment structuring and goal setting, and the less frequent use of task strategies. Self-regulation and positivity explained a total of 40% of the variance of the students’ experience during the pandemic. Important predictors for more constructive experience were the frequent use of goal setting and environment structuring strategies, more pronounced positivity, and less frequent use of the catastrophising coping strategy. The research findings contribute to a better understanding of students’ emergency remote teaching and learning experience during the pandemic and its correlates. Moreover, the findings could enable academic staff to focus on the essential elements when supporting students to cope with the pandemic.

An Artificial Neural Network (ANN)-Based Learning Agent for Classifying Learning Styles in Self-Regulated Smart Learning Environment

The increasing development in smart and mobile technologies are transforming learning environments into a smart learning environment. Students process information and learn in different ways, and this can affect the teaching and learning process. To provide a system capable of adapting learning contents based on student's learning behavior in a learning environment, the automated classification of the learners' learning patterns offers a concrete means for teachers to personalize students' learning. Previously, this research proposed a model of a self-regulated smart learning environment called the metacognitive smart learning environment model (MSLEM). The model identified five metacognitive skills-goal settings (GS), help-seeking (HS), task strategies (TS), time-management (TM), and self-evaluation (SE) that are critical for online learning success. Based on these skills, this paper develops a learning agent to classify students' learning styles using artificial neural networks (ANN), which mapped to Felder-Silverman Learning Style Model (FSLSM) as the expected outputs. The receiver operating characteristic (ROC) curve was used to determine the consistency of classification data, and positive results were obtained with an average accuracy of 93%. The data from the students were grouped into six training and testing, each with a different splitting ratio and different training accuracy values for the various percentages of Felder-Silverman Learning Style dimensions.

Navigating Strategies and Metacognitive Awareness in Self-Regulated Mobile-Assisted Listening in a Second Language

This study aimed to explore what navigating strategies L2 learners use during listening in a self-regulated mobile learning environment and whether or not metacognitive awareness about mobile-assisted listening correlated to text recall, incidental vocabulary learning and listening duration when learners regulated their listening. Learners with a low-level L2 proficiency were randomly assigned to an experimental group where they were allowed to control the listening process through audio control tools and a control group that was not allowed such control. Both groups listened to a 13.56-minute-long story on a mobile phone. Before listening, the Metacognitive Awareness Listening Questionnaire (MALQ) was administered. After listening, the participants were given a recall task and unannounced vocabulary tests. The results indicated that the participants who were allowed to regulate their listening preferred global and analytical listening strategies equally during the first listening while they tended to utilize analytical strategies during the second listening. The findings did not show any advantages of self-regulation for either text recall or incidental vocabulary learning. Finally, different patterns of relationships were observed between the learners’ reported metacognitive strategy use and their recall and incidental vocabulary learning scores as well as the amount of time they spent on the listening task