Self-regulated Learning Practices Research Articles

Predicting at-risk students in the early stage of a blended learning course via machine learning using limited data

Academic failure is a persistent challenge in education. Despite the limited available data, in this study, we focus on identifying at-risk students in a blended learning (BL) course. Several motivational variables are analyzed to determine their effect on student performance. We use a machine-learning classifier to compare two approaches: 1) The benchmark study, which uses data from the same academic year for both training and testing; and 2) a prospective study, which focuses on extrapolating a model trained on the previous fall semester to predict outcomes for the upcoming fall semester. We categorize the motivational variables, including time management and event-occurrence frequency. The window-expansion strategy is adopted to enhance performance through periodic evaluation to facilitate timely intervention. Consequently, the prospective approach is consistent with the benchmark results, thus demonstrating its generalizability across academic years and student populations. This approach is promising for identifying at-risk students in the BL course early. The Shapley additive explanations (SHAP) method emphasizes the importance of time-management variables, particularly study in time, for identifying at-risk students. This study enhances our understanding of early detection methods for at-risk students. By analyzing time-related behaviors, we establish a robust foundation for data-driven decisions to improve future BL implementations as well as support motivation and self-regulated learning practices.

'[M]y own pace and space, without the pressures': Online learning experiences of audiology students.

Online learning has been used to improve students' learning experiences and to allow students to engage with their own learning in various spaces. However, there is a dearth of literature on students' experiences with online learning in the field of audiology. This study aimed to describe the conditions of online learning, explore the challenges and benefits of online learning and determine strategies that students employ while engaging with online learning. An exploratory qualitative research design was employed. Audiology students from the second to the fourth year participated in the study. Qualitative data were collected online via MS Teams using a semi-structured interview schedule with the participants. Thematic analysis was used to analyse the participants' interviews. Most of our participants were females in their fourth year of study. The students accessed the online learning platforms procured by the university from their homes, with reported benefits such as the flexibility and independence of learning, and time and cost-effectiveness. However, challenges such as limited internet connectivity, issues with time management and inconsistent power supply restricted positive experiences with online learning. The online learning benefits that were reported by the students and the compensatory strategies they employed facilitated self-regulated learning. The study's findings highlighted the need for continuous checking-in with students regarding their experiences with the learning approaches intended to improve engagement with their courses. These results could be used as a guide for curriculum planning that is student-focused.Contribution:Students' experiences explored in our study provided a guide for online learning approaches that were suitable for audiology students. Student-centred and self-regulated learning practices were highlighted and future studies may further explore these frameworks and theories.

Investigating Smartphone Empowerment for Self-Regulated Learning in English Language Acquisition: A Descriptive Study

This study investigates the perceptions of undergraduate English Language Education students on the utilization of smartphones for self-regulated learning and the acquisition of the English language. The study investigates the ways in which smartphones facilitate the learning of English language through self-directed techniques, using Zimmerman's model of self-regulation and the MALL framework as theoretical basis. An exploratory investigation including 110 students was conducted to analyze their experiences, perspectives, and practices in utilizing language learning applications. The findings indicate a range of levels of knowledge and usage, with students generally acknowledging that smartphones are valuable tools for improving language acquisition through self-regulation. Analysis based on Zimmerman's model yields high average scores (3.42-3.51) for forethought, performance, and reflection & evaluation, indicating students engage in self-regulated learning practices. According to the MALL framework analysis, task design and design characteristics, all received high ratings (ranging from 3.42 to 3.68). This indicates that the app features effectively promote self-regulated learning activities. This study emphasizes the crucial role that smartphones play in promoting self-regulated learning practices and enhancing the acquisition of the English language among university students

Exploring novel approaches to digital self-regulated learning: a study on the use of mobile applications among Polish and Turkish EFL pre-service teachers

AbstractThis study explores the digital self-regulatory practices of English as a Foreign Language (EFL) pre-service teachers via mobile applications in the post-pandemic era. The research is motivated by the need to address the absence of literature on the self-regulatory learning behaviours of EFL pre-service teachers in the aftermath of the pandemic-induced shift to online learning. The study participants were Polish and Turkish EFL students aged between 19 and 23, enrolled at state universities in Poland and Turkey. A validated online survey tool was developed and utilised for data collection based on the piloting phase of the study. The survey employed a combination of multiple-choice and 5-point Likert scale questions to examine participants’ interaction with different types of self-regulated applications after the pandemic. The findings revealed that Duolingo was the most widely used application. This underscored the importance of listening as the most frequently used language skill. The study also revealed a shift in learning patterns among participants following the pandemic as evidenced by the technologies available. Overall, the main findings of this study may serve as significant impetus for further research on pandemic-related changes in digital self-regulated learning practices among EFL learners globally. The results of the study might find broad implications for example for development of a new generation of MOOCs responding various needs of learners as well as incorporating elements of self-regulation into the traditional EFL class to increase its efficiency.

Role of Social and Self-Regulated Learning in School Contexts

Self- and socially regulated learning skills allow students to develop soft skills or competencies to tackle learning tasks. Self-regulated learning skills help students set learning goals, choose learning strategies, monitor their progress, and control their affective and motivational states when working on learning tasks. Socially regulated learning skills help students to use self-regulated learning practices recognizing the reciprocal influence of other people, technology, and environment, creating opportunities for joint regulation of learning. However, it is still not clear how social regulation of learning relates to self-regulated learning. The purpose of this article is to describe the constructs of self- and socially regulated learning, report on the results of recent research studies of their components, introduce a theoretical model of the self- and socially regulated learning, discuss the results of our studies, and identify the areas for future research. The scientific contribution of this article is an attempt to compare the scholarly evidence and theoretical views of Russian and foreign researchers in order to understand the state of research of self- and socially regulated learning in authentic school contexts.

Examining teacher candidates’ self-determined motivation to develop self-regulated learning promoting practices

The development of self-regulated learning leads to positive academic, social, and emotional outcomes for learners. For many educators, teaching towards self-regulated learning is challenging. This study investigated contextual and motivational features within teacher education programs that support or hinder teacher candidates' motivation to development self-regulated learning practices. Zimmerman's model of self-regulated learning (2008), along with Perry, Hutchinson, and Thauberger’s (2008) descriptions of self-regulated learning practices and Ryan and Deci's (2017) self-determination theory informed this process. Codes and categories drawn from interviews, documents, and in-class observations and reported upon in previously published work was analyzed to identify themes that are supportive or constraining of teacher candidates' motivation to develop practices that foster self-regulated learning in the classroom. Results reveal five themes: (a) opportunities for teacher candidates to see their school mentors' formation of classroom participation structures, (b) the provision of freedom for teacher candidates to experiment with practices along with in-situ scaffold support, (c) adequate support for teacher candidates to integrate self-regulated learning content into their practice, (d) teacher candidates' perceptions of alignment across their learning experiences, and (e) adequate time and support for teacher candidates to establish relationships in their practicum settings.

Measuring the Complexity of Self-Regulated Learning and Academic Challenges for Adolescents in Canada.

Research that uses self-report measures to examine the complexity of self-regulated learning (SRL) and academic challenges for adolescents is limited. This study examined the psychometric property of the Self-Regulated Learning Profile and Self-Diagnostic (SRL-PSD) instrument and addressed the multi-components of SRL and academic challenges for adolescents. Participants were 358 adolescents from a Canadian middle school. The subscales of SRL-PSD were administered to students through LimeSurvey during a 25-min instructional session over two days. Results demonstrated the SRL-PSD was a reliable and valid self-report instrument to measure adolescents' SRL practices and academic challenges. Also, all types of SRL practices and academic challenges were significantly intercorrelated. Additionally, all types of SRL practices were positively associated with school engagement, whereas all types of academic challenges were negatively associated with school engagement. Overall, this study provides a validated self-report measure for educators and researchers to examine adolescents' SRL practices and academic challenges.

Teachers' Self-Regulated Learning Knowledge and Practices in Two Namibian Schools: A Qualitative Analysis

Teachers' Self-Regulated Learning Knowledge and Practices in Two Namibian Schools: A Qualitative Analysis

The Correlation Between Cognitive Flexibility and Learning Strategies Adopted by Medical Students.

Background and objective The term cognitive flexibility refers to the ability of the students to adapt to a challenging environment. This quality has been found to enhance creativity and skills for innovation among medical students who are expected to face a taxing environment in clinical settings. Medical students should be competent enough to address the problems on their own and work with autonomy. The practice of self-regulated learning (SRL) can be associated with cognitive flexibility. Hence, this study aimedto determine the correlation between learning strategies and cognitive flexibility. Our primary objective was to correlate the different learning strategies adopted and cognitive flexibility among medical students. Material and methods This descriptive cross-sectional study was conducted at Sri Venkateshwaraa Medical College Hospital and Research Center, Ariyur, Pondicherry after obtaining institutional ethical committee approval. Students from the second year to the final year of the MBBS course who volunteered to participate in the study were selected based on inclusion and exclusion criteria. The Motivated Strategy for Learning Questionnaire (MSLQ), consisting of 50 items in Part B, was employed to assess SRL. Cognitive flexibility was measured using the Stroop Color and Word Test(SCWT)and Trail Making Test(TMT) Part A and Part B. Results The study included a total of 220 medical students. The mean age of the participants was 21.76 ± 1.77 years, and they had a healthy mean BMI of 21.06 ± 1.25 kg/m2. There was no significantdifference in terms of gender in the tested variables. Responses in Card "C" and Card "CW" of the Stroop test showed a significant positive correlation (p<0.001) with subscales of SRL strategies. In the TMT, the latency of Trail A showed a significant negative correlation (p<0.001) with all the subscale scores of the SRL strategies, and the latency of Trail B showed a negative correlation with rehearsal (p=0.03), organization (p=0.03), and effort regulation strategies (p=0.01) of SRL. Conclusion Implementing SRL techniques can ultimately help medical students to act more wisely and judiciously. Hence, we propose that cognitive flexibility among medical students can be enhanced by adopting SRL strategies.

Exploring inclusive teaching practices to enhance effective learning of students with visual impairments in a secondary school in Saudi Arabia using a self-regulated learning framework

This study’s goal was to investigate the extent to which general classroom teachers were implementing practices to promote the inclusion of students with visual impairment (VI) using self-regulated learning (SRL) as a framework for the study. SRL can help students, including struggling students or students with special needs, acquire the skills to take control of their learning situations as well as feel more included in the classroom. Observations and self-report questionnaires designed from SRL practices that foster inclusion were used to collect the data. Overall, the teachers provided limited opportunities at a depth that promoted inclusion or supported the SRL development of students with VI. Teacher training in SRL and student readiness to meet higher expectations will support inclusion within an SRL framework.

Influential role of self-regulated learning in preventing moral disengagement

ABSTRACT Along with the increased interest in theory and research concerning moral agency and moral disengagement, there has been heightened attention to the significant role of self-regulated learning in developing self-directed, proactive, and skilled learners. Nevertheless, these 2 psychosocial mechanisms have not been fully integrated to explain learners’ development and academic success. Their integration could explain why some students engage in prosocial behavior, sustain motivation, self-regulate, and avoid transgressing behavior, while others are unwilling to delay gratification, sustain low motivation, disregard self-regulation, and engage in moral disengagement. Understanding research on moral agency, moral disengagement, and the development of self-regulation can discourage transgressive behavior and moral disengagement while fostering prosocial behavior and moral agency among students. This article applies Bandura’s theory on moral agency and moral disengagement to the educational practice of self-regulated learning to enhance teaching practice and academic learning while inhibiting moral disengagement.

ДО ПРОБЛЕМИ САМОРЕГУЛЬОВАНОГО НАВЧАННЯ В УМОВАХ НЕВИЗНАЧЕНОСТІ

The article presents a theoretical study of the problem of applying approaches of self-regulated learning in conditions of uncertainty. Self-regulated learning is a set of skills and strategies that allow learners to manage their learning process, including their thoughts, emotions, and behavior. The use of self-regulated learning practices is emphasized, as these can be particularly useful for students in situations of uncertainty and allow them to take control of their learning as well as to cope more effectively with difficult situations and achieve learning goals. Basically, the use of metacognitive and self-regulatory strategies in the educational process is an important factor in predicting successful learning outcomes in conditions of uncertainty. The analysis of the literature showed that the issue of effective organization of training and independent work of students is not only to form subject knowledge in the learning process but also to teach the ability to learn. To promote self-regulated learning in conditions of uncertainty, pedagogues can provide clear and consistent expectations and feedback on students' progress, encourage students to set their own learning goals and to reflect on their progress towards achieving them, teach students strategies for managing their emotions, provide opportunities for peer feedback, help students to identify their strengths and weaknesses and to develop strategies for addressing areas where they need to improve. By promoting self-regulated learning in these ways, teachers can help students to cope with uncertainty, and to become more effective and confident learners. The perspective of further research is in the analysis and development of a comprehensive study of approaches, principles, methods, techniques, means, and models of the formation of self-regulated learning skills in conditions of uncertainty.

Personal Learning Environments: Modeling Students’ Self-Regulation Enhancement Through a Learning Management System Platform

A personal learning environment (PLE) is known as a crucial support for educators who lead learners through the process of collection, creation, and organization of personalized learning tools. In this manner, the learner can interpret a variety of new tools in their own interest, which makes the learning process easier. The PLE approach represents a considerable movement away from traditional learning, where learners are considered consumers of information through isolated channels, particularly learning management systems (LMSs), to a model where learners draw significant connections from numerous resources that they choose. Thus, educational settings have implemented LMSs fully into their respective learning contexts. In this sense, LMS is identified as a learning platform that helps learners and educators submit assignments, share ideas, and communicate through web-based systems with numerous benefits. Under these circumstances, self-regulation is addressed as a significant component that explains how learners build and manage PLEs and come up with more choices; they take ownership of their own learning and enhance self-regulated learning (SRL) practices. On this occasion, there is a belief that teachers can utilize LMSs to shift from passive to active learning and to improve self-reflection (SR). Therefore, considering all the above issues, the current study examines integrating a third-generation LMS to enhance learners’ SR. This study considered PLEs by utilizing Zimmerman’s SRL model to investigate the integration of the third-generation LMS. SR is applied in this study in the form of a pretest and posttest following the involvement of the PLE course, which was designed and applied during the COVID-19 pandemic. Finally, the experimental findings of the current study formulated a model of SR factors in PLEs through the LMS platform with partial least squares structural equation modeling (SEM) before and after the intervention.

Implementing Genre-Based Self-Regulated Instruction (GBSRI) to Enhance the English Writing Ability of Thai Undergraduate Students

In an EFL context, writing in English is often considered challenging for second language learners. Previous studies (Khumphee &amp; Yodkamlue, 2017; Owu-Ewie &amp; Williams, 2017; Richard &amp; Renandya, 2002) suggest that a lack of sufficient cognitive and rhetorical skills for generating ideas and producing coherent compositions can be one of the challenges faced by learners. The transformation of education in this digital era means that learners ought to master their own learning path while dealing with many learning distractions. A ‘Genre-Based Self-Regulated Instruction’ (GBSRI) may therefore help language learners, particularly those with limited language proficiency, to accumulate competency in language, which in turn may encourage them to pursue independent writing and learning. This is due to GBSRI’s distinguishing features pertaining to genre-based writing instructions (Derewianka, 2003; Hyland, 2004; Macken-Horarik, 2002) and the practice of self-regulated learning (Schmitz &amp; Wiese, 2006; Schunk &amp; Zimmerman, 2007; Zimmerman, 2013). The objectives of this study were: (1) to examine the English writing ability of Thai undergraduate students by exploiting language features, text organization, and writing mechanics with a particular focus on two genres, namely: procedural writing and descriptive writing; and (2) to investigate Thai undergraduate students’ opinions as it related to GBRSI. The sample group in this study consisted of 32 Thai undergraduate students. For the purposes of the investigation, a one-group pre-test and post-test quasi-experimental design was utilized. The research instruments included: (1) pre-test and post-test paragraph writing, (2) a GBSRI questionnaire, and (3) semi-structured interviews. The results of the pre-test and post-test revealed that the ability of the participants’ paragraph writing was significantly improved subsequent to participating in GBSRI. Moreover, the qualitative data from the questionnaires and the semi-structured interviews indicated that most students expressed satisfaction with GBSRI and acknowledged its benefits. Furthermore, they stated that both their writing ability and self-regulation in learning had improved after participating in GBSRI, especially in explicit instruction, collaborative learning, and self-regulated writing activities. This study also showcases other considerations regarding the implementation of GBRI in different contexts.

Teacher Candidates’ Self-Determined Motivation to Develop and Implement Self-Regulated Learning Practices

Teaching towards self-regulated learning (SRL) is complex and involves the development of skills and sustained motivation. This study examined teacher candidates’ (TCs’) identification of supports and constraints for their self-determined motivation to develop SRL practices. Findings from one case within a qualitative, longitudinal study of four teacher candidates enrolled in a teacher education program (TEP) focused on SRL in Canada are presented. Supports and constraints for this TC’s self-determined motivation in relation to her development and implementation of self-regulated promoting practices are identified and discussed from the perspective of SRL and self-determination theory. The data analyzed included: a questionnaire, interviews, documents, and in-class observations. The finding reveals detailed descriptive codes and categories for SRL and management practices, as well as codes related to TCs’ motivational constraints and affordances for their development of SRL practices.

Evolutionary Clustering of Apprentices' Self- Regulated Learning Behavior in Learning Journals

Learning journals are increasingly used in vocational education to foster self-regulated learning and reflective learning practices. However, for many apprentices, documenting working experiences is a difficult task. In this article, we profile apprentices' learning behavior in an online learning journal. Based on a pedagogical framework, we propose a novel multistep clustering pipeline that integrates different learning dimensions into a combined profile. Specifically, the profiles are described in terms of effort, consistency, regularity, help-seeking behavior, and quality of the written entries. Our results on two populations of chef apprentices (183 apprentices) interacting with an online learning journal (over 121K entries) show that our pipeline captures changes in learning patterns over time and yields interpretable profiles that can be related to academic performance. The obtained profiles can be used as a basis for personalized interventions, with the ultimate goal of improving the apprentices' learning experience.

Impact of General and Special Education Teachers’ Knowledge on Their Practices of Self-Regulated Learning (SRL) in Secondary Schools in Riyadh, Kingdome of Saudi Arabia

Teachers of students with disabilities have been assessed from various perspectives. This study aimed to investigate the knowledge and practice of self-regulated learning (SRL) of teachers who teach students with learning disabilities (SLD) in secondary schools in Riyadh, Saudi Arabia. The study focuses on the impact of teachers’ knowledge in their practices of SRL and identified the moderating effect of teachers’ gender on this impact. Using Pintirich’s model of SRL, the study designed the Teachers’ Knowledge of Self-Regulated Learning Scale, and it adopted Huh’s Teachers’ Practices Related to Developing Students’ SRL questionnaire to examine teachers’ knowledge and practices of SRL. The questionnaire was distributed online to over 318 Saudi teachers in secondary schools in Riyadh who were selected by using stratified sampling techniques. Teachers demonstrated high knowledge of SRL in all domains (cognition: M = 5.2, motivation: M = 5.38, behavior and emotions: M = 5.44) and medium SRL practices level in their classes (M = 3.5) with some reservation on their reaction and reflection, which were at the lowest average level. Furthermore, results revealed a direct and significant influence of teachers’ knowledge on the practice of self-regulated learning (SRL) (β = 0.183, t = 3.301, p = 0.000), and there was no moderate effect of teachers’ gender on the impact of teachers’ SRL knowledge on teachers’ SRL practices (β = −0.004, t = 0.064; p = 0.949). The results suggest the demand for more practical training programs for SLD teachers to increase their SRL application in practice.

A self-regulated learning management system: Enhancing performance, motivation and reflection in learning

Practising self-regulated learning is essential in one’s lifelong learning journey. As educators, we can assist our students to regulate their learning effectively, whether this is in an online learning environment or any other. However, many factors affect how well learners regulate their learning. Research reveals that self-regulated learning practices vary and warrant further exploration. This study specifically investigates how the guided practice of self-regulated learning behaviour affects learning in the online learning environment. To guide students in managing their learning more effectively, an automated self-regulated learning management system was developed. The system assists students in practising the cognitive, meta-cognitive and motivational aspects of self-regulated learning. 155 postgraduate students in two online healthcare-related courses were randomly selected to be involved in the study. Trace data from the self-regulated learning management system was used to triangulate the students’ self-reports in relation to their self-regulated learning behaviours. Non-parametric statistical tests were used in the analysis. Findings indicate that the use of the self-regulated learning management system facilitated and aided students in practising more effective self-regulated learning behaviours thus impacting positively on learning motivation and metacognitive reflection. However, its effect is inconclusive in relation to academic performance. In summary, positive changes were made to their self-regulated learning behaviours and these subsequently improved their self-regulation and related outcomes.

Do Self-Regulated Learning Practices and Intervention Mitigate the Impact of Academic Challenges and COVID-19 Distress on Academic Performance During Online Learning?

The COVID-19 pandemic introduced significant disruptions and challenges to the learning environment for many post-secondary students with many shifting entirely to remote online learning. Barriers to academic success already experienced in traditional face-to-face classes may be compounded in the online environment and exacerbated by stressors related to the pandemic. In 2020–2021, post-secondary institutions were faced with the reality of rolling out fully online instruction with limited access to resources for assisting students in this transition. Instructional interventions that target students’ ability to self-regulate their learning have been shown to improve academic performance and self-regulated learning (SRL) competencies have also been found to mediate the effect of SRL interventions on higher education. However, few studies have examined the efficacy of fully online SRL intervention on mitigating the impact of psychological distress and academic challenges on academic success. This study examined the moderating roles of self-regulatory practices and SRL intervention in buffering the influence of COVID-related psychological distress and academic challenges on academic outcomes (self-reported grade point average (GPA) and academic challenges) in a Canadian sample of undergraduate students (n = 496). We found (a) levels of metacognitive and motivational challenges fully mediated the impact of COVID distress on GPA, (b) SRL adapting practices moderated the impact of metacognitive challenges on GPA, and (c) semester-long SRL intervention buffered the impact of COVID distress on academic challenges and resulted in lower levels of social-emotional, cognitive, and metacognitive challenges for first year undergraduate students.

Self-Regulated Learning Practice of Undergraduate Students in Health Professions Programs.

BackgroundUniversity students are expected to take charge of their learning without being dependent on teachers. Self-regulated learning (SRL) is the process by which students direct their learning to achieve their set targets and goals in a timely and controlled manner. This study was undertaken to explore the practice of SRL by undergraduate students from different programs in a health science focused university during COVID-19 pandemic.MethodThirty-three undergraduate students of five health professions education programs were recruited to take part in focus group discussions to explore their SRL practice with online learning. Their responses were subjected to thematic analysis.ResultOur students appeared to practice SRL, going through the phases of forethought and goal setting, performance and self-reflection. They set goals for academic as well as personal development in the university. Academic goals like achieving target GPA or marks were achieved by following different study techniques, personal management including time management, and by creating a conducive learning environment. Personal development such as interpersonal skills, social networking was achieved through socializing and participating in extracurricular activities. The students also engaged in self-reflection and analysis of their own performance followed by designing strategies to manage the challenges they faced.ConclusionUndergraduates of health professions programs appear to show evidence of practicing SRL. Although impacted by COVID-19 induced lockdown and online learning, they seem to have strategized and achieved their goals through individualized SRL processes. Promoting and fostering an atmosphere of SRL in universities to cater to the needs of the students would help them be more successful in their careers.