Investigating Self-Regulated Learning Strategies for Digital Learning Relevancy

Abstract

Purpose – The rise of digital learning and the prevalence of affordable devices are convenient for young adults who are accustomed to using their digital devices for almost everything such as communication, collaboration, and accessing multiple sources of information for solutions. However, the lack of ability to self-regulate learning processes has led to poor learning performance among undergraduates. Therefore, this study examined the effects of self-regulated learning strategies (SRLS) on learning performance among Malaysian IT undergraduates. Methodology – A sample of IT undergraduates from private higher education institutions in Malaysia participated in the study. Quantitative data from a total of 563 respondents was collected through questionnaire surveys and analysed using PLS-SEM. The common method variance was utilized in this paper. Findings – The findings of this study constitute essential results that three out of four SRLS domains (cognitive engagement, resource management, and motivational beliefs) positively influenced the students’ perception of learning performance. Significance – This study provides insight into the best SRLS to excel in digital learning for deeper learning particularly in the Malaysian context. Implications of the findings on higher education institutions as well as recommendations for future research are discussed. Keywords: Self-regulated learning strategies, digital learning, higher education, learning performance, subjective learning outcomes.

Self-Regulated Learning and Digital Learning Environment: Its’ Effect on Academic Achievement During the Pandemic

“…The proposed model lends support to several previous studies that SRL can improve the usability of the digital learning environment (Anthonysamy & Choo, 2021;Goudzwaard et al, 2017;Johnson & Davies, 2014;Kaplan & Haenlein, 2016;Nietfeld, 2017;Rubulotta et al, 2020;Salvo et al, 2019;Yot-Domínguez & Marcelo, 2017). SRL can also enhance the academic achievement of students directly and indirectly through digital learning environment (Brown et al, 2016;Cazan, 2014;Ceylan & Kesici, 2017;Dent & Koenka, 2016;Kosnin, 2007;Wolters & Hussain, 2015).…”

Relationship between cold executive functions and self-regulated learning management in college students

“…Among the positive factors for academic performance, self-regulation of learning plays an essential role, being considered as a key predictor for lifelong learning, and academic success, and it is important to be acquired since early schooling (Anthonysamy et al, 2020;Dignath and Veenman, 2021;Fernández et al, 2013;Panadero and Alonso-Tapia, 2014;Ramos-Galarza et al, 2020), which implies an active, critical, and refl ective process by the student who must be in control of learning by regulating his/her actions to achieve a defi ned objective (Dignath and Veenman, 2021;Panadero, 2017). Self-regulation of learning is defi ned by Zimmerman (2002), as a cognitive, metacognitive, affective and behavioral process, where students acquire the skills to plan, monitor, and self-evaluate their academic performance, transforming their mental abilities into academic skills, therefore, this type of strategies are used to help the student learn effi ciently, it is a skill that can be developed and mastered (Anthonysamy et al, 2021).…”

“…In addition, research shows that self-regulated students achieve higher performance and prevent failure, since they are characterized by identifying the best plan of action to successfully achieve a learning task, they have intrinsic motivation, high self-effi cacy beliefs, use cognitive and metacognitive strategies, and use a diversity of resources to successfully achieve their objectives, through planning, monitoring, and controlling learning, using metacognitive strategies that support the activities of self-regulation, so that the promotion of these skills will improve students' performance and learning (Anthonysamy et al, 2021;DiFrancesca et al, 2016;Dignath and Veenman, 2021;Fonteyne et al, 2017;Sáez et al, 2018;Schober et al, 2015), therefore, all these elements will allow achieving high academic performance and avoiding those diffi culties that must be faced when a student is in higher education.…”

Resetting Integrity Through Communication on Plagiarism: University Classrooms Weaving Values into the Social Fabric

“…We coded the two best candidates for referencing practice as B40-1 and B40-2. They are the glaring evidence of self-regulated learners (SRLs) with the skills to take complete strategic control of learning and achieving the goal, meeting the SRL definition set by Anthonysamy et al (2021). The fact that the portion violating academic integrity outnumbers those respecting academic integrity calls for continuous efforts to detect and prevent plagiarism .…”