Abstract:The aim of the current study is to investigate self-regulated learning skills of EFL learners in online English course in distance education. It also aims to explore the relationship between the learners' self-regulated learning skills, their age and gender. With this aim, the Self-Regulated Online Learning Questionnaire (SOL-Q) was conducted in order to assess learners' self regulated online learning skills in terms of five sub dimensions including metacognitive skills, time management, environmental structur… Show more
“…They do not take it as a problem in learning process and have adjusted to it. This is supported by researchers [38], [39] that implementing an online learning program is a very good idea because most of the sample students support this initiative.…”
Coronavirus Disease (COVID-19) has impacted the continuity of learning in education aspects. This research aimed to analyze the challenges and the adaptative strategy of online learning for urban vocational school teachers and students during COVID-19. The research applied a descriptive qualitative design in supporting the data needed. The sample of the study was taken randomly from a vocational school in Indonesia consisting of seven students and four teachers in English subject teaching class. In gathering the data, observation and interview were used as research instrument and it was analyzed using Braun’s thematic analysis. The data gathered revealed that vocational school students face some challenges when learning online in English teaching subject during COVID-19 pandemic and did the adaptation dealing with the situation. The interview exposed the challenge faced by the vocational school teachers and students during online learning covering lack of lesson understanding, low creativity in using learning sources, lack of psychological bond with the teacher, internet stability, lack of face meeting exposure, and learning accessibility. The adaptive strategy implemented by the respondents mainly link with technical stuff like stabilizing internet coverage, searching the learning resource more intensive, and providing learning module.
“…They do not take it as a problem in learning process and have adjusted to it. This is supported by researchers [38], [39] that implementing an online learning program is a very good idea because most of the sample students support this initiative.…”
Coronavirus Disease (COVID-19) has impacted the continuity of learning in education aspects. This research aimed to analyze the challenges and the adaptative strategy of online learning for urban vocational school teachers and students during COVID-19. The research applied a descriptive qualitative design in supporting the data needed. The sample of the study was taken randomly from a vocational school in Indonesia consisting of seven students and four teachers in English subject teaching class. In gathering the data, observation and interview were used as research instrument and it was analyzed using Braun’s thematic analysis. The data gathered revealed that vocational school students face some challenges when learning online in English teaching subject during COVID-19 pandemic and did the adaptation dealing with the situation. The interview exposed the challenge faced by the vocational school teachers and students during online learning covering lack of lesson understanding, low creativity in using learning sources, lack of psychological bond with the teacher, internet stability, lack of face meeting exposure, and learning accessibility. The adaptive strategy implemented by the respondents mainly link with technical stuff like stabilizing internet coverage, searching the learning resource more intensive, and providing learning module.
“…Aynı çalışmada öğretmen adaylarının zaman yönetimi becerileri en düşük düzeyde iken çevresel düzenleme becerilerinin en yüksek düzeyde olduğu bulunmuştur. Kulusaklı (2022) ise üniversite hazırlık sınıfı öğrencileriyle gerçekleştirdiği çalışmasında öğrencilerin çevresel düzenleme becerilerinin, üst-bilişsel beceriler, zaman yönetimi, sebat ve yardım arama boyutlarına göre daha yüksek olduğunu gözlemlemiştir. Bu bakımdan benzer zaman dilimlerinde farklı üniversitelerde gerçekleştirilen çalışmaların benzer bulgular ortaya koyduğu görülmektedir Pandemi sürecinde öğrencilerin pek çoğu dersleri evlerinden takip ettikleri için derslere katılmak ve çalışmak için rahat ve verimli bir çalışma ortamı bulmaları daha kolay olmuş olabilir.…”
Section: Sonuç Tartışma Ve öNerilerunclassified
“…Öğrenme süreç ve materyallerinin öğrencilerin öğrenme hedeflerini belirleme ve öğrenme sürecini planlama yeterliklerini geliştirecek biçimde tasarlanması (Lock ve diğerleri, 2017;Rivers ve diğerleri, 2021), öğrencilere düzenli aralıklarla dönütler sağlanması, başarılarının takdir edilmesi, öğrencilerin çevrim içi ya da çevrim dışı ortamlarda öğretmen ve diğer öğrencilerle etkileşim imkanlarının yaratılması (Cho ve Shen, 2013;Jansen ve diğerleri, 2017;Liaw ve Huang, 2013) bu ortamın oluşmasında önemli girişimler olarak sıralanabilir Görüldüğü üzere öz-düzenleme becerisi, öğrencilerin bilişsel, üst-bilişsel, duygusal ve motivasyonel süreçleri etkili kullanmasını içeren ve bu yönüyle onların öğrenme hedeflerine ulaşma potansiyelini artıran önemli bir beceridir (Pintrich, 2004). Literatürde hem geleneksel öğretimde hem de çevrim içi öğrenmede öz-düzenleme becerisi ile akademik başarı arasındaki pozitif ilişki sıklıkla belirtilmiştir (Adam ve diğerleri, 2017;Chen ve Li, 2021;Delen ve Liew, 2016;Kulusaklı, 2022;Verstege ve diğerleri, 2019). Öğrenimi boyunca kendi hedeflerini içsel bir motivasyon ile belirleyebilen, öğrenme sürecine değer veren, öz-güven ve öz-yeterlilik sahibi olup başaracağına inanan, öğrenme sürecinde karşılaştıkları çeldirici ve sorunlarla etkin biçimde başa çıkabilen öğrencilerin ders yeterliklerinin ve başarı puanlarının daha yüksek olduğu gözlenmektedir (Radovan, 2011).…”
Self-regulated learning is an active process during which students attempt to monitor, control, and regulate their cognitive motivation and behavior according to their goals. Self-regulated learning skills are significant in online learning and with students’ academic success. However, studies reveal conflicting results. As such, this study aims to determine the level of university students’ self-regulated online learning skills and to investigate the effect of their self-regulated online learning skills on their academic achievement. The population consists of 1152 students studying at second, third and fourth grades of Kütahya Dumlupınar University Faculty of Education during the 2020-2021 academic year. The sample consists of 207 students selected by random sampling. Data were gathered using the 'Self-regulated Online Learning Scale (SOL-Q)'. The academic achievement was evaluated over the grade point averages in the Fall semester of 2020-2021 academic year. Statistical analysis revealed that the self-regulated online learning skills of the students were moderate; the averages of the male students were relatively lower than the females’. Self-regulated online learning skills were a significant predictor of academic success. Although these findings were supported by previous research in traditional learning environments, present results also caution that self-regulated online learning could yield different results from self-regulated traditional learning.
“…Online language learning is a highly autonomous learning mode, with a significantly higher drop-out rate than face-to-face courses. One of the key reasons is that online students lack the ability to self-regulate their learning ( Kulusaklı, 2022 ). As there are differences between online language learning and traditional in-class learning, self-regulation in the context of online foreign language education needs to be measured separately ( Wang and Zhan, 2020 ).…”
With the further development of Internet technology, online learning has become an important way for learners in the digital age. As an important learning strategy, self-regulated learning plays an important role in e-learning. Whether learners can succeed in the network learning environment largely depends on their online self-regulating learning ability. This research reviews the theories and models of self-regulated learning, and analyzes the influences of individual factors and external factors on second language self-regulated learning in the online learning environment. And some implications in learning and teaching are given, as well as suggestions for future research.
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