Online Self-regulated Learning Research Articles

The mediating role of self-regulated online learning behaviors: Exploring the impact of personality traits on student engagement

AbstractOnline learning environments have become increasingly prevalent in higher education, necessitating an understanding of factors influencing student engagement. This study examines the mediating role of self-regulated online learning in the relationship between five-factor personality traits and student engagement among university students. A sample of 437 university students from educational sciences, social sciences, and health sciences disciplines participated in the study. Data were collected using ‘The Big Five Inventory’ to assess personality traits, the ‘Self-Regulated Online Learning Questionnaire’ to measure self-regulated online learning, and the ‘Student Engagement Scale in the Online Learning Environment’ to evaluate student engagement. Structural equation modeling with bootstrap analysis was employed to analyze the data. The study findings indicate that the five factor personality traits significantly predict self-regulated online learning. Furthermore, self-regulated online learning is a significant predictor of students’ engagement in the online learning environment. Additionally, the five factor personality traits are found to be significant predictors of student engagement in the online learning environment. Lastly, self-regulated online learning plays a partially mediating role in the relationship between the five factor personality traits and student engagement in the online learning environment. This study underscores the importance of considering individual differences in personality traits and fostering self-regulated learning strategies to enhance student engagement in online learning environments. Understanding these dynamics can inform the design of effective interventions aimed at improving student outcomes in online education.

Does eLearning Require Self-regulated Discipline? Measuring and Validating a Scale for Online Self-regulated Learning Quotient

Self-regulation has gained much prominence due to its necessity and significance in eLearning environment. The nature of eLearning mandates higher self-regulation to attain efficacy. In this article, we study the Online Self-regulated Learning Quotient (OSLQ) scale as it is a pioneering scale that has been verified for studying self-regulation in eLearning environment. The literature delineates the need to empirically examine the reliability and validity of the OSLQ in various contexts. This study was conducted in two phases on business school students from tier one management institutes in India. In phase 1, we performed qualitative analysis through focus group discussions on a sample of 24 respondents to check the content validity of the scale. In phase 2, we performed quantitative analysis on a sample of 528 respondents. Exploratory factor analysis in phase 2 of the study confirmed six factors. Confirmatory factor analysis in phase 2 of the study confirmed scale validity. Based on the findings, we conclude that OSLQ is a valid and reliable scale to assess self-regulation among Indian students in eLearning context. These findings have added to the theoretical legitimacy of the scale. In terms of practical implication, our findings suggest that OSLQ may be employed in an Indian context. This has significant implications for future research in self-regulation studies in India, especially in the context of eLearning.

Examining Chinese EFL learners’ online self-regulated learning: A mixed-methods approach

This mixed-methods study examined Chinese English-as-foreign-language (EFL) learners' online self-regulated learning (SRL) within Zimmerman and Moylan's (2009) SRL Model. It first investigated the learners' online SRL through validating the Chinese version of the Online Self-regulated Learning Questionnaire (COSLQ) via confirmatory factor analysis and descriptive analysis with a sample of 422 participants. Then with the assistance of ChatGPT in coding the learners' responses to semi-structured interviews with a deductive thematic analysis approach, it explored factors impacting the learners' online SRL. Results show that the Chinese EFL learners did not actively engage in online SRL. Their lack of competence in using the SRL strategies under investigation and the negative influence of the online learning setting were the two main factors affecting their online SRL. The study adds empirical evidence in support of Zimmerman and Moylan's (2009) SRL Model and enhances our understanding of SRL in the context of foreign language education. Pedagogical and methodological implications of the study for improving EFL teaching, learning and researching are also discussed.

A DEEP DIVE INTO GRADUATE STUDENTS’ SELF-EFFICACY AND ACADEMIC INTERACTION IN ONLINE LEARNING

Research into self-efficacy has received widespread recognition in the literature. However, little study has been done on students’ self-efficacy in asynchronous online academic interactions. This study examined graduate students’ self-efficacy in regulating their online interaction strategies. Grounded in the Asynchronous Online Self-Regulated Learning Inventory (AOSRLI), the study employed a virtual case study using an online self-assessment survey and focus group interview. Seventy-eight English education master students from two universities were approached and agreed to participate in the study. As a result, the study highlighted several critical findings: 1) lack of confidence in online interaction with the professors, 2) closed-mindedness to criticism, 3) self-fanaticism, and 4) the need for self-dialoguing and self-navigation. The students were commonly inactive, indifferent, and demotivated in their asynchronous online interactions, thus creating ineffective learning communication among them. Self-regulated learning cannot grow alone and rely on the students’ in-person learning initiatives, whereas they need pedagogical imperatives to scaffold their questioning, responding, and critiquing skills. The study suggests improving teachers’ scaffolding strategies and building students’ online community of practice to promote their activeness, engagement, and participation. The implication of this study calls for the inclusion of asynchronous virtual interaction skills into online learning pedagogy and CALL teacher education.

Profile of Self-Regulated Learning on First-Year Students at Science Education Department in Online Learning

<p dir="ltr"><span>Online learning requires students to study independently and manage lectures according to the time set. Researchers need to know the criteria for self-regulated learning of first-year students at the Physics Education Department. This paper aims to determine self-regulated learning during online learning. The study used a quantitative research approach with a survey method. The Online Self-Regulated Learning Questionnaire (OLSQ) collected the data, a 20-item scale with a 5-point Likert-type response format. The sample of this study was 131 students of physics and chemistry education study programs. Each was randomly selected to see how their respective study programs implemented independent learning activities during online learning. The results showed that each indicator of independent learning in online learning received a positive response through the OLSQ instrument that had been distributed. The disciplined behavior indicator has a higher percentage, followed by the exercise self-control indicator. Generally, the pre-service students have self-regulated learning with high criteria. This result can provide a good contribution and open for further research. The implication of this research can be a reference for lecturers to improve online and self-regulated learning quality.</span></p><div><span><br /></span></div>

“Does my teacher believe I can improve?”: The role of EFL learners’ meta-lay theories in their growth mindset and online self-regulation

While there is growing awareness that self-regulated learning (SRL) is an essential component of 21st-century skills, this topic is in its infancy within online second language (L2) education. Complicated by the impact of racing tech, online L2 education presents both opportunities and challenges, such that developing self-regulated language learners gains immediate urgency. Despite the large body of SRL literature on traditional classroom settings, very little is known about whether and how language learners at lower educational levels self-regulate their language learning in online classes and the degree to which their language teachers' beliefs shape their online SRL strategies. This study examined middle and senior high school EFL (English as a foreign language) learners' SRL strategy use in online language classes and its relations with learners' growth language mindset and meta-lay theories about their English teachers. Based on data collected from 524 students (M = 14.54 years) in northwestern China, the present study revealed a “meta-lay theory—mindset—SRL” model pertaining to students' perceptions about their English teachers' intellectual beliefs, which further predicted students' SRL strategies in online classes with the growth mindset as a mediator in between. Additionally, the study gauged the uniqueness of younger language learners’ language mindsets and meta-lay theories and the context-specificity of SRL strategies in online language classes. Pedagogical implications and suggestions for future research were also discussed.

The impact of a Personal Learning Environment on Chinese postgraduates’ online self-regulated learning skills / Impacto de un Entorno Personal de Aprendizaje en las aptitudes de aprendizaje autorregulado en línea de estudiantes de posgrado en China

This study investigated the impact of Personal Learning Environments (PLE) on the development of self-regulated learning (SRL) skills among postgraduate learners in China. 213 participants, divided into an experimental group ( n = 113) using a researcher-designed PLE platform and a control group ( n = 100) employing face-to-face instruction, joined a course on International English Language Testing Systems (IELTS). A mixed-methods approach was adopted, utilizing the Online Self-Regulated Learning Questionnaire (OSLQ) to explore SRL experiences, and weekly goal-achievement reports. Results demonstrated improvement in SRL skills in both groups, with the experimental group exhibiting significantly greater gains. Quantitative and qualitative results revealed that participants excelled in goal fulfillment but struggled with time management, help-seeking and self-evaluation skills. The study confirmed the positive influence of the PLE on postgraduates’ SRL skills, with implications for online learning design and the potential for PLEs to effectively promote SRL skills in online learning contexts.

A Retrospective Study of the Online Self-Regulated Learning Skills of Occupational Therapy Students Enrolled in a Full Online Curriculum at the University of Santo Tomas amidst the COVID-19 Pandemic

A Retrospective Study of the Online Self-Regulated Learning Skills of Occupational Therapy Students Enrolled in a Full Online Curriculum at the University of Santo Tomas amidst the COVID-19 Pandemic

Students’ technological skills and attitudes toward HyFlex learning: the mediating role of online self-regulated learning, blended learning perception, and preferred learning modes

Students’ technological skills and attitudes toward HyFlex learning: the mediating role of online self-regulated learning, blended learning perception, and preferred learning modes

A structural equation model of online learning: investigating self-efficacy, informal digital learning, self-regulated learning, and course satisfaction.

English as a Foreign Language (EFL) education increasingly relies on online learning, necessitating a nuanced understanding of crucial factors impacting learning experiences. This research investigates the intricate relationships among online learning self-efficacy, online self-regulated learning, informal digital learning of English (IDLE), and online course satisfaction within the unique context of EFL learners. The study involved 563 intermediate college students from various national universities in China. Structural Equation Modeling (SEM) was employed to analyze the data, providing comprehensive insights into the relationships among the identified variables. The results revealed significant insights. Both online learning self-efficacy and IDLE exhibited direct and positive influences on online course satisfaction. Furthermore, the study uncovered that online self-regulated learning acted as a partial mediator in the connection between online learning self-efficacy and IDLE with online course satisfaction. This mediation implies that learners' self-regulatory behaviors significantly affect how self-efficacy and informal digital language learning experiences impact overall satisfaction with online courses. The findings highlight the pivotal role of nurturing learners' self-efficacy beliefs, fostering IDLE, and promoting effective self-regulated learning strategies in the realm of online language learning. These initiatives are instrumental in enhancing learners' satisfaction and success in online courses. The implications of these findings for EFL instruction are substantial. By emphasizing the importance of self-efficacy, IDLE, and self-regulated learning strategies, educators can significantly contribute to creating more satisfying and successful online learning experiences for EFL students.

Metacognitive scaffolding for preservice teachers’ self-regulated design of higher order thinking tasks

This study compared two professional training courses targeting self-regulated learning (SRL) amongst preservice secondary science teachers in the context of didactic content knowledge for teaching higher-order thinking (HOT-PCK), either with metacognitive scaffolding (Meta group) or without (Control group). Measures included trainees' comprehension and design of HOT-PCK learning tasks, online SRL reflections about learning-teaching events, and self-reported SRL aptitude. Results indicated skill improvement in both groups, but the metacognitive support provided by the IMPROVE self-questioning technique better enhanced the preservice teachers’ (PSTs) development of HOT-PCK, both as students (comprehension skills) and as future teachers (design skills), additionally as their ability to reflect on and control their studying. Findings also revealed significant correlations between SRL assessments (self-reports, event-based reflections) and between SRL and HOT-PCK indices. Consequences for teacher education combining SRL and HOT-PCK contexts are discussed.

A research on online self-regulated learning skills of pre-service Turkish teachers

With online learning being on the agenda again in higher education, university students had different views about the online learning process. While some students evaluated this process as an advantage, others expressed the difficulties of the process. There are reasons, such as students' ability to organize their learning processes and being aware of their capacities under these different views. It was observed that students possessing such skills implement various strategies during the learning process and adapt it to their needs. Self-regulation is a prerequisite for a successful learning process and emphasizes the learner's autonomy and personal preferences. Self-regulation skills have become more noteworthy, especially in the online learning process, where students become passive recipients. While students who have developed self-regulation skills in the online learning process are successful, students who do not have this skill are more disadvantaged. Therefore, in this process, we come across two opposite groups, those who turn online learning into an advantage and those who cannot manage this process. This study aimed to assess the self-regulated learning skills of pre-service Turkish teachers who underwent online learning. This study was designed according to the descriptive survey method and was limited to 1st, 2nd, 3rd, and 4th-grade students in the Department of Turkish Language Teaching. In this study, Online Self-Regulated Learning Scale used developed by Barnard et al. (2008) and adopted into Turkish by Samsa Yetik (2011). The obtained data were analyzed with the IBM SPSS Statistics 25 program. This study found that pre-service teachers' online self-regulation skills differed depending on their previous experience with distance education. Significant differences were found in different sub-dimensions of pre-service teachers' online self-regulation skills based on synchronous or asynchronous attendance in distance education courses.

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

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

The relationships among online self-regulated english learning, task value, and academic self-efficacy: the mediating role of the task value

The relationships among online self-regulated english learning, task value, and academic self-efficacy: the mediating role of the task value

Exploring the influence of teachers’ motivating styles on college students’ agentic engagement in online learning: The mediating and suppressing effects of self-regulated learning ability

Online learning has gradually become the new mainstream learning norm during the post-epidemic era. To ensure college students’ online learning effectiveness, they need to be proactively engaged in their online learning, which means that they need to maintain a high level of agentic engagement. However, it is not clear what factors influence college students’ agentic engagement in online learning environments. According to self-determination theory (SDT), the teacher, as an important external factor, can influence students’ learning engagement and learning effectiveness. Meanwhile, self-regulated learning (SRL) ability is important for college students in online learning. Based on existing theoretical foundations, therefore, the current study attempts to explore the following research questions: Are there relationships between teachers’ motivating styles (including autonomy-supportive style and controlling style), college students’ online SRL ability, and college students’ online learning agentic engagement? If yes, how does the former influence college students’ online learning agentic engagement? To respond to these research questions, random sampling was used to collect a total of 681 valid data from college students with experience in online learning. Then, a pilot test, exploratory factor analysis, and confirmatory factor analysis were first conducted to confirm the reliability and validity of the data. Correlational and mediating analyses were then conducted using SPSS 21.0. According to the results, firstly, teachers’ motivating styles (autonomy-supportive style and controlling style) and college students’ online SRL ability were positively correlated with college students’ online agentic engagement. Secondly, teachers’ autonomy-supportive style was positively correlated with college students’ online SRL ability, but the controlling style was negatively correlated with their online SRL ability. What’s more, college students’ online SRL ability, as a mediating factor, acted as a partial mediation between autonomy-supportive style and college students’ online agentic engagement, and there was a suppressing effect of college students’ SRL ability between teachers’ controlling style and college students’ agentic engagement. The results imply that teachers should choose motivating styles appropriately based on students’ online learning characteristics and content, and college students should develop online SRL ability to improve their agentic engagement and ultimately achieve good online learning effectiveness.

Association between psychological need satisfaction and online self-regulated learning

AbstractThe role that psychological need satisfaction and self-regulated learning play in academic online learning has been extensively researched. However, the impact of the three psychological needs, perceived autonomy, competence, and relatedness, on online self-regulated learning remains unclear. This investigated the association between the satisfaction of psychological needs and the six dimensions of online self-regulated learning. This cross-sectional study adopted a quantitative approach. In all, 315 students from four higher education institutions participated in the present study. Students were asked to complete the online questionnaire of psychological need satisfaction and an online self-regulated learning questionnaire. Structural equation modeling was performed to examine the structural relationships between the two. Our study showed that perceived autonomy predicted goal setting, environment structuring, time management, and self-evaluation but did not predict help-seeking and task strategies. Perceived competence did not predict environment structuring. Perceived relatedness predicted environment structuring, help-seeking, and self-evaluation. This study appears to be the first to examine the predictions of need satisfaction to increase students’ capability in regulating their learning.

EFL Students’ Self-Regulated Online Learning in Post-Pandemic Hybrid Education

This study measured self-regulated online learning skills of English language learners in post-pandemic hybrid education. A quantitative survey design was adopted and students majoring in English Language and Literature at a state university in Türkiye in 2021-2022 academic year constituted the population of the research. The Self-Regulated Online Learning Scale was administered to the students of three active grades in the department (preparatory, first and second grades). As a result of statistical analyses, the findings demonstrated that the students’ self-regulated online learning skills were at a moderate level both in general and with respect to self-regulation dimensions. Additionally, no significant difference was observed in students’ reported self-regulated learning across groups of gender, years of education and perceived foreign language levels whereas significant differences were revealed for the variable of frequency of attendance to online classes. The results are discussed and some recommendations are provided.

Learning Motivation Affects the Effectiveness of Online Self-Regulated Learning

Under the rapid changes in society, the network has changed people's way of life, but also changed the way students learn. Online self-regulated learning more and more received the favor of colleges and universities, but the learning effect is sometimesunsatisfactory, due to the students' weak learning motivation psychology, so this paper on the motivation psychology for the impact of online self-regulated learning effectiveness, to start the discussion.

Examining Demographic Differences in Online Learning Self-Efficacy and Online Self-Regulated Learning

Examining Demographic Differences in Online Learning Self-Efficacy and Online Self-Regulated Learning

Individual differences in preservice teachers’ online self-regulated learning capacity: A multilevel analysis

We examined the relationships between preservice teachers' use of six types of online self-regulated learning (SRL) strategies (goal-setting, time management, environmental structuring, task strategies, help-seeking, and self-evaluation) and their characteristics (gender, technology integration self-efficacy, prior online learning experience, and program of study), and how these relationships vary across teacher education programs. A total of 325 preservice teachers from 14 teacher education programs participated in the study. Data were analyzed using cross-sectional two-level multilevel models. Results revealed that, except for environmental structuring and self-evaluation strategies, preservice teachers' use of all specific SRL strategies significantly varied across teacher education programs. Females demonstrated higher use of goal-setting strategies compared to males. Technology integration self-efficacy was a significant positive predictor of all SRL strategies, except for task strategies. Prior online learning experience was a significant negative predictor of goal-setting and self-evaluation strategies. This study's findings inform teacher education by highlighting variations in online SRL among preservice teachers, influenced by gender, technology integration self-efficacy, and prior online learning experience. Study limitations and recommendations for future research are discussed.