Self-regulated Learning Processes Research Articles

Pedagogical liberalism

This paper deals with the characteristics of the modern pedagogical paradigm, especially that of early and preschool education which emerged in the social context of liberal ideology. In order to better understand the educational model it promotes, the introductory part of the paper discusses the basic principles and starting points of the liberal social concept. The paper problematizes the diversity of the liberal conception of upbringing and education in relation to advocacy of the socialist social concept. The concept of self-regulated learning in the context of upbringing and education of an early and preschool child is observed. Common syntagms of the modern educational paradigm related to early and preschool education, such as the one about space as a third educator, are problematized. In this context, it is considered who or what constitutes basic pedagogical capital. The role of educators in the educational process, as well as the importance of adults in education in general are considered, and from this position the process of self-regulated learning is observed. The importance of self- observation in the current educational paradigm and recognition of the need for its ideological improvement in order to adequately contribute to children's upbringing and education is pointed out.

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.

Enhancing motivation by developing cyclical self-regulated learning skills

ABSTRACT Developing self-regulated learning (SRL) processes (i.e., goal-setting, strategy use, self-monitoring, and attributions) can enhance motivational beliefs including self-efficacy, interest, and task value. In this article, SRL processes and motivation are conceptualized within a cyclical feedback loop, which demonstrates how SRL processes affect motivation for both current and future tasks. Thus, educators can directly teach SRL processes to improve motivation using feasible classroom-based practices and resources.

Character Education: Analysis of Self-Regulated Learning on Systems Online Learning during the Covid-19 Pandemic

The temporary closure of all educational institutions as an effort to prevent the spread of the Covid-19 outbreak worldwide has an impact on millions of students, including in Indonesia. The distance learning process (Online) is a learning solution during the pandemic which in its implementation has not been optimal as a whole. This adds to the obstacles in the application of learning methods because on one occasion there are too many learning loads that must be overcome by the teaching staff. This Writing Method Using descriptive. The main source of self-regulated formation is internal, meaning that it depends on the individual's actions, not on what other people do self-regulated formation is also inseparable from external factors, namely the environment. One study found that people with low self-regulation often experience negative emotions from people with high self-esteem. This can be interpreted that individuals will try to find symbols that can provide positive experiences and acceptance of a good environment. Online learning uses materials and timescales that are following the curriculum. The online learning method is here to change the conventional teaching style which can later improve work professionalism. Self-Regulation is a major influence on the formation of the character of students so that in achieving the formation of student character it is necessary to have Self-Regulated oriented learning. Character education during the pandemic is very different from its application in the conventional period because all learning is all digital (Online), therefore it is very difficult for students and lecturers to organize self-regulated learning processes. Character education is hampered by its value because student self-regulation is not organized, and affects student learning outcomes.

Self-regulated learning as a cyclical process and predictor of creative problem-solving

This study used structured interviews to examine cyclical relations among self-regulated learning (SRL) processes before (forethought), during (performance), and after (self-reflection) engagement with a creative problem-solving (CPS) task. Theoretically, forethought influences performance, which subsequently influence self-reflection. We examined three forethought processes (self-efficacy, interest, & strategic planning), one performance process (strategy use), and one self-reflection process (self-evaluation). Strategic planning predicted strategy use during the task; however, strategy use did not predict self-evaluation. Contrary to assumptions that strategy use during the CPS task would be the best predictor of self-evaluation, self-efficacy before engagement best predicted self-evaluation. We also investigated the predictive relationships between SRL and four CPS outcomes including the number of ideas (fluency), number of ideas types (flexibility), idea uniqueness (originality), and idea usefulness (usefulness). Self-efficacy and strategy use predicted fluency and flexibility whereas interest predicted the originality of ideas. No variables predicted idea usefulness.

Self-regulated learning by writing learning protocols: Do goal structures matter?

Having students write learning protocols is an established follow-up task to course work that elicits processes of self-regulated learning. To date, a wealth of research has focused on optimizing the learning protocol task itself by integrating instructional support measures such as prompts. By contrast, research that focuses on optimizing the context in which learning protocol writing is embedded is widely missing. In the present study, we approached this gap by focusing on the role of the contextual factor goal structure. Specifically, in an experiment with N = 166 high school students we tested whether embedding the learning protocol task in a mastery goal structure would be more beneficial than embedding it in a performance goal structure. The mastery goal structure fostered metacognitive processes, learning outcomes, and learning efficiency. We conclude that considering contextual factors such as the goal structure is crucial for understanding and optimizing the effects of learning protocols.

Escalas para medir las fases de autorregulación del aprendizaje en estudiantes de secundaria

espanolEl objetivo de esta investigacion fue disenar y estimar las propiedades psicometricas de escalas que miden las tres fases del proceso de autorregulacion del aprendizaje. El diseno fue instrumental y participaron 438 estudiantes de educacion secundaria de Ecuador. Las escalas se disenaron a partir de la revision de la literatura, validadas por jueces expertos y entrevistas cognitivas. A demas, se realizaron analisis factoriales exploratorios, confirmatorios y de confiablidad. Los resultados indicaron adecuados indices de validez y confiabilidad; quedo conformada por 53items representados en 5 escalas: 1) Estrategias de disposicion al estudio, 2) autoeficacia para la disposicion al estudio, 3) estrategias cognitivas, metacognitivas, y busqueda de ayuda, 4) atribuciones causales, y 5) autoevaluacion. Se concluye que las escalas son utiles para medir el proceso de aprendizaje autorregulado completo o procesos especificos, tanto para investigadores que disenan intervenciones como para los profesores que buscan promoverla. EnglishThe objective of this research study was to design and estimate the psychometric properties of scales that measure the three phases of the self-regulated learning process. The design was instrumentaland438 secondary education students from Ecuador participated. The scales were designed based on a literature review and were validated by expert judges and by performing cognitive interviews. In addition, exploratory, confirmatory, and reliability factor tests were performed. The results showed adequate validity and reliability indices. There were 53 items represented in five scales: 1) strategies for disposition to study, 2) self-efficacy for disposition to study, 3) cognitive and metacognitive strategies and seeking help, 4) causal attributions, and 5) self-assessment. It is concluded that the scales designed here are useful for measuring the entire or specific part of the self-regulated learning process by researchers who design interventions and by teachers who seek to promote it.

A Theoretical and Evidence-Based Conceptual Design of MetaDash: An Intelligent Teacher Dashboard to Support Teachers' Decision Making and Students’ Self-Regulated Learning

Teachers’ ability to self-regulate their own learning is closely related to their competency to enhance self-regulated learning (SRL) in their students. Accordingly, there is emerging research for the design of teacher dashboards that empower instructors by providing access to quantifiable evidence of student performance and SRL processes. Typically, they capture evidence of student learning and performance to be visualized through activity traces (e.g., bar charts showing correct and incorrect response rates, etc.) and SRL data (e.g., eye-tracking on content, log files capturing feature selection, etc.) in order to provide teachers with monitoring and instructional tools. Critics of the current research on dashboards used in conjunction with advanced learning technologies (ALTs) such as simulations, intelligent tutoring systems, and serious games, argue that the state of the field is immature and has 1) focused only on exploratory or proof-of-concept projects, 2) investigated data visualizations of performance metrics or simplistic learning behaviors, and 3) neglected most theoretical aspects of SRL including teachers’ general lack of understanding their’s students’ SRL. Additionally, the work is mostly anecdotal, lacks methodological rigor, and does not collect critical process data (e.g. frequency, duration, timing, or fluctuations of cognitive, affective, metacognitive, and motivational (CAMM) SRL processes) during learning with ALTs used in the classroom. No known research in the areas of learning analytics, teacher dashboards, or teachers’ perceptions of students’ SRL and CAMM engagement has systematically and simultaneously examined the deployment, temporal unfolding, regulation, and impact of all these key processes during complex learning. In this manuscript, we 1) review the current state of ALTs designed using SRL theoretical frameworks and the current state of teacher dashboard design and research, 2) report the important design features and elements within intelligent dashboards that provide teachers with real-time data visualizations of their students’ SRL processes and engagement while using ALTs in classrooms, as revealed from the analysis of surveys and focus groups with teachers, and 3) propose a conceptual system design for integrating reinforcement learning into a teacher dashboard to help guide the utilization of multimodal data collected on students’ and teachers’ CAMM SRL processes during complex learning.

Process analysis of teachers’ self-regulated learning patterns in technological pedagogical content knowledge development

Self-regulated learning (SRL) has a predictable and instrumental effect on learning complicated knowledge. This study investigates the role of SRL in acquiring technological pedagogical content knowledge (TPACK), an important aspect of teachers' effective technology use. The present study identified several regulatory procedural patterns used by teachers in the context of their TPACK achievements. A computer-based context, nBrowser, was used to facilitate teachers lesson planning around technology usage. Teachers log file data were analyzed using process mining approaches. Findings indicate that high TPACK performers are more likely to perform self-regulative activities (e.g., monitoring) in developing TPACK compared to the low performers. Higher TPACK performers are more goal-oriented, demonstrate more monitoring and are more iterative in using all SRL processes in contrast to low performers who only partially regulate their problem solving. Such findings support previous research. This study adopts a novel approach for understanding the relations between SRL and TPACK. It offers opportunities to examine how teachers enact SRL as they move from the beginning to later stages of designing lessons and provides insights to researchers who study SRL in TPACK domains. Furthermore, the findings can assist educational designers in developing interventions for promoting TPACK development by concentrating on teachers’ SRL abilities.

Designing supports for promoting self-regulated learning in the flipped classroom

The flipped classroom model has gained prominence as advances in technology afford increasing opportunities for ubiquitous access to a variety of online resources. Despite the benefit of the flipped classroom model, flipped classrooms are not equally advantageous to all students due to its self-regulated nature. To address the issues in flipped learning, we explored principles for supporting self-regulated learning in flipped learning by synthesizing suggestions provided in previous research. We also conducted an empirical study to validate the identified principles by implementing a self-regulated learning support that combined a learner dashboard with a reflection interface in a real flipped classroom setting. While the dashboard interface utilized students’ learning traces to support students’ self-monitoring and evaluation, the reflection interface facilitated their follow-up reflection, which contributed to the cyclical process of self-regulated learning. The results indicated that the experimental group that used the support for self-regulated learning exhibited higher levels of self-regulated learning skills, behavioral engagement in pre-class sessions, cognitive engagement in in-class sessions, emotional engagement in both pre- and in-class session, learning performance than the control group. Implications for future research and directions for design and implementation of self-regulated learning supports are described.

Unravelling the process of self-regulated learning of medical specialists in the clinical environment

Purpose This study aims to unravel the dynamic nature of the process of self-regulated learning (SRL) of medical specialists as it actually unfolds over time in the authentic clinical environment. Design/methodology/approach A longitudinal multiple case-study design was used, combining multiple data-collection techniques. Long-term observations offered evidence on overt SRL strategies. Physicians’ observed behaviours were used as cues for in loco stimulated recall interviews, asking about covert SRL strategies and their thoughts regarding a situation at hand. Field notes and audiotaped stimulated recall interviews were transcribed verbatim and integrated in a longitudinal database to map SRL as it actually unfolds moment-by-moment. The transcripts were analysed from an inter- and intra-individual perspective using Nvivo 12. Findings Results show a variety of strategies that initiate, advance and evaluate the process of SRL. Different SRL strategies not included in contemporary frameworks on SRL are found and classified as a new category which the authors labelled “learning readiness”. Exemplary for an SRL strategy in this category is awareness of learning needs. Results show that SRL in the clinical environment is found as an interrelated, dynamic process unfolding in time with feedback loops between different SRL strategies. Performance is found to play a leading role in driving SRL. Originality/value This study contributes empirically to the conceptual understanding of SRL in the clinical environment. The use of a situated, longitudinal methodology, which goes beyond the common path of retrospective self-report questionnaires, adds to the disentanglement of the process of SRL as it actually unfolds in the work environment.

An innovative pharmacology curriculum for medical students: promoting higher order cognition, learner-centered coaching, and constructive feedback through a social pedagogy framework

BackgroundOngoing developments in medical education recognize the move to curricula that support self-regulated learning processes, skills of thinking, and the ability to adapt and navigate uncertain situations as much as the knowledge base of learners. Difficulties encountered in pursuing this reform, especially for pharmacology, include the tendency of beginner learners not to ask higher-order questions and the potential incongruency between creating authentic spaces for self-directed learning and providing external expert guidance. We tested the feasibility of developing, implementing, and sustaining an innovative model of social pedagogy as a strategy to address these challenges.MethodsConstructivism, communities of practice, and networked learning theory were selected as lenses for development of the model. Three hundred sixty-five first-year medical students participated between 2014 and 2018; they were introduced to pharmacodynamics and pharmacokinetics via 15 online modules that each included: learning objectives, a clinical vignette, teaching video, cumulative concept map, and small group wiki assignment. Five-person communities organized around the 15 wiki assignments were a key component where learners answered asynchronous, case-based questions that touched iteratively on Bloom’s cognitive taxonomy levels. The social pedagogy model’s wiki assignments were explored using abductive qualitative data analysis.ResultsQualitative analysis revealed that learners acquired and applied a conceptual framework for approaching pharmacology as a discipline, and demonstrated adaptive mastery by evaluating and interacting competently with unfamiliar drug information. Learners and faculty acquired habits of self-directed assessment seeking and learner-centered coaching, respectively; specifically, the model taught learners to look outward to peers, faculty, and external sources of information for credible and constructive feedback, and that this feedback could be trusted as a basis to direct performance improvement. 82–94% of learners rated the social pedagogy-based curriculum valuable.ConclusionsThis social pedagogy model is agnostic with regard to pharmacology and type of health professional learner; therefore, we anticipate its benefits to be transferable to other disciplines.

How do college musicians self-manage musical performance anxiety: Strategies through time periods and types of performance

Musical performance anxiety (MPA) occurs throughout musicians’ careers. The existing literature on coping with MPA is underdeveloped in its understanding of how college musicians develop their own coping strategies. This article explores the ways in which MPA is self-managed by college musicians, drawing on qualitative data from the local context of Taiwan. A ‘performance diary’ for managing MPA was prepared and semi-structured interviews were carried out with 53 undergraduate students (from Year 1 to Year 4) from a university’s music department. The findings show that college musicians have developed at least nine self-management strategies, which they implement throughout a specific timeline leading up to a performance, from 4 weeks before right up to the performance (concert, exam and recital) itself. These strategies are products of musicians’ self-regulated learning process of developing their own expertise and building up their self-efficacy. The findings also reveal that providing information about psychological strategies in a performance diary could help musicians to become aware of MPA and develop their metacognition of coping strategies. Highlighting the importance of the specific time periods, types of performance and performance environments, this article has implications for college musicians, teachers and institutions that are looking to develop MPA-management strategies.

Human pose recognition via adaptive distribution encoding for action perception in the self-regulated learning process

Human pose recognition (HPR) under infrared imaging is considered a significant role for action perception in the self-regulated learning process. In this article, we propose a novel elliptical distribution encoding (EDE) method for understanding the human behavior through body poses under infrared imaging. Firstly, to reveal the relationship between the adjacent joint points, the elliptical Gaussian coordinate coding is proposed for the human skeleton direction description. Then, the KL divergence is introduced to measure the different between the predicated heatmap and the groundtruth one. Finally, the EDE method is executed on the infrared human pose images in the classroom. The proposed pose recognition is performed in the Python tool. Experimental results are tested on two standard datasets like IRPSRL and MS COCO, and it provides very well classification accuracy. The performances of the proposed method are higher in all performances as related to other existing schemes. The developed EDE method will promote the development of computer-assisted technology in the self-regulated learning process. Our code is publicly available at https://github.com/hai-LIU/EDE.

Monitor system and Gaussian perturbation teaching–learning-based optimization algorithm for continuous optimization problems

In this paper, an improved teaching optimization algorithm called monitor system and Gaussian perturbation (GP) teaching–learning-based optimization algorithm (MG-TLBO) is proposed based on several modified variants of TLBO. TLBO is simply divided into two phases: “Teacher phase” and “Learner phase.” To further improve the solution accuracy and efficiency, we introduce two mechanisms in the learner phase, namely, monitor system and self-regulated learning (SRL) theory. In the learner phase, we assume that the monitor is the most outstanding individual in the population and possesses self-learning ability to expand his or her own strengths. In addition, GP is deployed to model the SRL process. Therefore, three different versions of MG-TLBO are proposed and related experiments are carried out. The results show that all three MG-TLBOs are more effective than the original TLBO. Finally, comparison of the experimental results with other representative meta-heuristics confirms the validity of the new MG-TLBO. In particularly, the MG-TLBO exhibits an overwhelming advantage over the TLBO, which indicates that the MG-TLBO well balances the exploration and exploitation behavior. All the aforementioned evidence manifests that the MG-TLBO improves the accuracy and efficiency of the solution of the original TLBO.

Self-regulation of learning and conscientiousness in Portuguese and Brazilian samples

Teaching and training are becoming more student-oriented, thus requiring a higher degree of self-regulated learning, involving agency and cyclical adaptation to attain academic success and engagement in academic activities. Previous research has shown how students who set learning-oriented goals, have a greater ability to focus on cognitive tasks and establish a greater commitment to achievement, are more conscientious regarding their academic success. Thus, the purpose of this study was to identify how personality characteristics like goal orientation, self-control, organization and persistence, are reflected in self-regulated learning processes, considering differences in participants from two different cultures. The participants, 402 university students (218 female and 184 male; 50.7% from Brazil and 49.3% from Portugal; mean age 21.66) were asked to answer two inventories, assessing self-regulation and conscientiousness. The results revealed that conscientiousness seems to be a personality trait which is significantly correlated with self-regulated learning and with its different phases in both the Portuguese and Brazilian samples. Moreover, significant differences were found regarding self-regulated learning overall and performance/volition processes specifically in favour of the Brazilian students. However, Portuguese students revealed to be more conscientious. The results obtained in the present study are relevant for a better understanding of the personality, contextual and cultural factors in order to promote interventions that can create conditions for students to be more active and autonomous in managing their learning processes.

“A study of relationship between motivation and self regulated learning processes in english language learning”

English language in India is a lot more than just an official language. It has been the language of ‘diplomacy, higher administration, higher education, superior judiciary and Information technology. Students learn better English if they control their learning and learn a language in a positive manner with a better utilization purpose, thus achieving higher social status. Learning that happens through desire, satisfaction and self-generated behavioral willfulness systematically oriented towards attainment of their higher goals and help the subjects to acquire, store and transform new knowledge and information effectively and efficiently. The present study tries to find out a relationship between motivation and self-regulated learning process and ELL. The objective of the study is to find out the relationship between motivational and SRLP in ELL of secondary school students. For this study, the investigator has taken a survey method with correlation design and selected 400 students of both government and private schools including boys and girls. For investigation, researcher constructed a self-made tool; motivation scale and a self-regulated learning process 5 point scale and administered on students. In order to analyze the data, the methods of central tendency put in use were mean, Standard deviation and coefficient of correlation. The results of the study show that there is a significant correlation between motivation and Self-regulated Learning Process in English Language Learning.

Self-Regulate Learning and Al-Ghazali’s Theory of Education

Al-Ghazali, the famous Muslim scholar from the 5th century presented the Theory of Education in which he defines the major goal of the mankind is to implement the shari’a which can result in the development of the best human society. The impact of society on the learning behavior of the pupil is also advocated by the Self-Regulated Learning process. This process involves the phases of observation, planning, execution and the evaluation. Zimmerman, the major contributors to the Self-Regulated Learning presented a number of shared features that were found to be already stated and asserted by Al-Ghazali. Winne & Hadwin’s Information Process Model for moving the facts from one’s temporary to the permanent memory is also the way suggested by Al-Ghazali for memorizing the Holy Quran. Like the proponent of the Self-Regulated Learning, Al-Ghazali also believes that the flair of knowing the facts needs a motivation. He asserts that the knowledge is always kept within the human soul and the cognitive abilities play a substantial role in granting a substantial level of inspiration and motivation for self-learning. It is better to incorporate Al-Ghazali’s contribution like the division of curriculum, categorization of knowledge, code of ethics for students, and the notion of ikhlaq in the learning process of the students for harvesting the best of results.

المعاییر الفنیة والتربویة لبیئة الواقع المختلطTechnical and Educational Standards of Mixed Reality Environment

تشکل بيئات الواقع المختلط مجال بديل للبيئة المادية التقليدية تسمح للاستفادة من إمکانيات تکنولوجيا المعلومات والاتصال الغنية، وتستثمر أدواتها في تصميم العمليات المختلفة للتعلم بصريا وإدارتها، وتقويمها، وتطويرها، ما يجعلها تعمل کمنظومة متکاملة لتيسير عمليات التفاعل عبر الوسائط التفاعلية المرئية ثلاثية الأبعاد، الأمر الذي يتطلب التوجيه الذاتي والمسئولية وتمکين يعطي للإدراک الحسي للصورة المجسمة عمق وأبعاد، ما يحقق للمتعلمين أهدافهم اعتمادا على التحکم ومعايشة تطبيق المهارة بأنفسهم، ويساعد على التواصل مع الأخرين والوصول الحر للمعلومات وتبادل الأفکار والآراء. تتحدد مشکلة الدراسة في محاولة الوصول لقائمة من المعايير التصميمية التي ينبغي مراعاتها عند إنشاء بيئة الواقع المختلط والأکثر ملاءمة لعمليات التعليم والتعلم لطلاب المرحلة الثانوية، واستخدام الباحث المنهج الوصفي التحليلي، تم التوصل لقائمة المعايير في صورتها النهائية بعد عرضها على محکمين من خبراء تکنولوجيا التعليم والحاسبات والمعلومات کعينة استطلاعية للتأکد من صحة الاستبانة؛ والتي تکونت من(3) مجالات رئيسة، و(12) معيارا رئيسا و(346) مؤشرا فرعيا، ما قد يسهم في الاستفادة من تقنية الواقع المختلط کبيئة انغماسيه توفر تفاعل بصري ووسائط متعددة افتراضية وغيره من مقومات التقنية الحديثة الغامرة، وتقدم آليات التکنولوجيا الرقمية المعاصرة والفاعلة التي تعزز من استخدام سياقات تهتم بأهداف الإتقان بدلا من أهداف الأداء، والمساهمة في تقديم حلول تقنية تساعد على تنظيم عمليات التعلم الذاتي المبرمج والإسهام في حل بعض المشکلات التربوية، وأوصت الدراسة بضرورة توظيف المستحدثات التقنية الحديثة والمعاصرة في مجال التعليم والتعلم المختلفة اعتمادا على استخدام حواس المتعلمين والممارسة وتعزيز استخدام سياقات تهتم بأهداف الإتقان والممارسة، وتنمية مهارات التنظيم الذاتي لعمليات التعلم والتعلم الحر. Mixed reality environments constitute an alternative field to the physical traditional environment. MREs make effective use of the Capabilities rich Information and Communication Technology. This includes utilizing its reliable tools in designing, managing, evaluating, and developing the various visual learning processes. This makes it work as an integrated system to facilitate interaction processes through interactive, 3D visual multimedia, which requires self-direction, responsibility and empowering gives depth and dimension to the perception of the stereoscopic image. As a result, learners achieve their goals depending on controlling and experiencing the skills performance themselves, it helps to communicate each other's and access freely to information, exchanging ideas and opinions. This research study aims at creating an exhaustive list of design standards that should be considered when creating a mixed reality environment that is most suitable for high school students teaching and learning processes, the researcher used the descriptive and analytical method, finally the standard's list was obtained in its final form after the approval of the reviewing ICT and education technology experts, an exploratory sample reconnaissance to ensure the validity of the questionnaire, this sample survey contents of (3) key fields, (12) main standards and (346) sub-indicators. What may contribute to the benefit of mixed reality technology as an immersive environment of visual interaction, virtual multi-media and other elements of modern immersive technology, MREs provides contemporary mechanisms of the effective digital technologies that would increase the use of contexts concerned with the goals of perfection rather than performance goals, contribute to providing technical solutions that help in organizing programmable self-regulated learning processes, contributing to solving some educational problems. The study recommended the necessity of employing modern and contemporary technical innovations in the field of education and learning. Depending on the use of the learners' senses and practice promote the use of contexts concerned with the goals of perfection and practice, and the development of self-regulation skills for learning processes and free learning.

EXPLORING THE ROLE OF UNIVERSITY STUDENTS’ ONLINE SELF-REGULATED LEARNING ACROSS DIFFERENT EPISTEMIC BELIEFS LEVELS

Self-regulated learning is one of the keys of success in acquiring knowledge. Epistemic beliefs also play an important role on the self-regulated learning process. It affects students’ achievements depend on each belief of knowledge and knowing. However, less attention given to the constructs on online learning environment. The main purpose of this research was to know the extent of EFL students’ Online Self-regulated English Learning (OSEL) across the different level of Epistemic Beliefs. A total of 100 EFL students from Universitas Brawijaya were chosen randomly as the samples for this study. This survey study was adopting two questionnaires from Emaliana (2017) and Zheng et al. (2016) to gather the data. The result reports that there were from 81 students who have sophisticated epistemic beliefs, 54 students are having Advanced OSEL. It indicated that the extent of EFL students’ OSEL across different epistemic beliefs levels are great. Unexpectedly, it was found that there are students who have Basic OSEL with sophisticated epistemic beliefs and vice versa. Accordingly, it is recommended for further researcher to investigate this unique case. By using a qualitative design, it might enable further researchers to get profound result.