Factors that impact social networking in online self-regulated learning activities

Yu, Xiaohua; Wang, Charles Xiaoxue; Spector, J. Michael

doi:10.1007/s11423-020-09843-9

Cited by 12 publications

(18 citation statements)

References 44 publications

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“…The findings of this study revealed that learning benefits not only from a general sense of self-efficacy but also from a specific belief in one's language learning ability and perception of the possibility for academic success in online learning. The agentic engagement was a distinct and essential trait linked to learners' productive motivation, related to those three aspects of engagement, and recognized as an independent component in achievement (Yu, Wang, & Spector, 2020). Its application in learning, which aids students in structuring their learning by modifying their lectures and study environment.…”

Section: Metacognitivementioning

confidence: 99%

North Bali Students’ Online Learning Self-Efficacy, Engagement, and Satisfaction

Suryandani

Santosa

2021

Vis. J. Lang. Foreign Lang. Learn.

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This study aimed to investigate the relationship among online learning self-efficacy, engagement, and students’ satisfaction in online learning. The design of this study was mixed-method research through surveys and open-ended interview with the purposive sampling technique. The quantitative data were analyzed using multiple regression. The respondents were 24 postgraduate students from North Bali, Indonesia. The quantitative data were analyzed using correlation and regression techniques, and an open-ended interview was conducted. The research results showed a positive correlation between online learning self-efficacy, engagement, and students’ satisfaction. The study concludes that students’ satisfaction can be enhanced by increasing students’ online learning self-efficacy and engagement either individually or simultaneously. The implication of this study revealed that strategies in self-efficacy and engagement during learning-related emotions could play a mediating role in academic satisfaction. Additionally, learning-related emotion impacts the metacognitive learning procedures, which thus intervene the impact of satisfaction in online learning.

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Section: Metacognitivementioning

confidence: 99%

North Bali Students’ Online Learning Self-Efficacy, Engagement, and Satisfaction

Suryandani

Santosa

2021

Vis. J. Lang. Foreign Lang. Learn.

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“…Learning in an online sphere requires from students to plan ahead in terms of both the strategies used and the creation of appropriate learning environment. Students require a higher level of self-control in the elimination of disturbing factors and other activities, than in the case of face-to-face education (Cerezo et al, 2020;Hong et al, 2021;Yu et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Self-regulated learning is an indispensable precondition of the succesful academic achievement (Davis & Hadwin, 2021;Li et al, 2020). Students participation as active learners in the online, digital education process has a considerable importance, since students have the responsibility to shape a structured learning environment, which is provided by the educational institution during face-to-face education (Cerezo et al, 2020;Hong et al, 2021;Yu et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Some ethnolinguistic features in Ndre Mjeda’s works

Morina¹

2021

Proceedings of ‏The 5th International Academic Conference on Humanities and Social Sciences

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Digital education considerably requires active participation of students in the learning process, the application of self-regulated learning activities for the attainment of successful learning results. The aim of the present study is the investigation of time perspectives as the predictors of online self-regulated learning. In our study 210 Transylvanian students participated, from the Babeș-Bolyai University, Faculty of Psychology and Educational Sciences. Students' demographic characteristics were recorded, for the assessment of selfregulation the Self-regulated Online Learning Questionnaire -Revised was applied and time perspectives of students' were measured by the Zimbardo Time Perspective Inventory. A correlational, cross-sectional design was used. On the basis of the results of hierarchical regression, in our first model demographic characteristics explained 5% of the variance for the application of self-regulation activities. In our second model, controlling demographic variables, time perspectives explained an additional 33% of the variance for self-regulation. Self-regulated learning strategies are predicted among demographic characteristics by students' gender, age and online learning, while out of time perspectives only future orientation proved to be a significant predictor. Females, older students, participants attending online education and higher future orientation apply to a higher degree the self-regulated learning strategies, as males, younger students and participants with lower scores at future orientation.

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“…Exploring self-regulated learning in language learning will be one of the ways for learners to also build their metacognitive awareness. By creating a motivating learning environment which makes students enjoyable, Yu et al (2020) state that they are more likely to initiate their learning and plan their learning activities. Some weaknesses are still found much in this study, and therefore future research needs to be conducted concerning the development of selfregulated learning through oral peer feedback and how it impacts students' performances.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Oral Peer Feedback in Online Settings to Foster Self-Regulated Learning

Priyantin¹,

Lengkanawati²,

Suherdi³

2021

Proceedings of the Thirteenth Conference on Applied Linguistics (CONAPLIN 2020)

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Online peer feedback is believed to influence students' progress more effectively and efficiently since it provides more interesting learning and evaluation. However, there were only some studies which relate peer feedback and selfregulated learning. A qualitative method was adopted with observations and an open-ended questionnaire to collect the data. This study investigates how students perceive oral peer feedback in online settings and their preferences to the types and models of peer feedback and how online peer feedback stimulated self-regulation. The results revealed that students tended to produce more motivational peer feedback than the corrective one. They also preferred to have online peer feedback in terms of attractive application and time flexibility. Written feedback was also the preference due to their lack of confidence in giving oral peer feedback and their inability as an assessee to identify oral peer comments. Students perceived oral peer feedback in online settings as beneficial and useful to increase their confidence and speaking skill, but not significantly their ability to argue. Peer feedback also stimulated some items in self-regulation mostly on receiving, evaluating, triggering, searching, and assessing. Future research is suggested to develop self-regulated learning through oral peer feedback and how it impacts students' oral performances.

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Factors that impact social networking in online self-regulated learning activities

Cited by 12 publications

References 44 publications

North Bali Students’ Online Learning Self-Efficacy, Engagement, and Satisfaction

North Bali Students’ Online Learning Self-Efficacy, Engagement, and Satisfaction

Some ethnolinguistic features in Ndre Mjeda’s works

Oral Peer Feedback in Online Settings to Foster Self-Regulated Learning

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