Development of an “Online-based Learning Skills Enhancement Program” to Promote Self-regulated Learning: Instructional Devices to Suit On-line Learning and Effects of the Program

Uesaka, Yuri; Uchida, Naotaka; Saso, Shun; Shiba, Satomi; Ota, Eriko; Liu, Mengsi; Mizuno, Yu; Sakaguchi, Takuya; Tomita, Masato

doi:10.5926/jjep.70.404

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Enhancing self-regulated learning in children from low-income families via instructing deep notetaking strategy

Liu,

Uetake,

Uesaka

2024

Self-Regulated Learning - Insights and Innovations [Working Title]

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Supporting children from low-income households is a pressing social issue. Recent initiatives have aimed at fostering self-reliance and breaking the poverty cycle, yet achieving substantial outcomes remains challenging. Leveraging self-regulated learning may offer a pathway to empower these children as independent learners to effectively tackle challenges. This study introduced a notetaking strategy instruction framework, developed in collaboration with practitioners at a poverty support facility, aiming at enhancing learning among low-income students. The intervention engaged 53 students in grades 7–9, showing notable improvements in their notetaking strategies that sustained even 5 months post-intervention. The study further explored factors influencing the adoption of notetaking strategies among these students. It also discussed the potential of extending this notetaking strategy instructional design and collaborative model to other facilities assisting low-income students with learning difficulties.

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