Investigating Students’ Online Self-Regulated Learning Skills and Their E-Learning Experience in a Prophetic Communication Course

Abstract

Prophetic communication (PC) is an Islamic perspective with which to view everyday communication phenomena. While there are currently many negative aspects to the use of social media and the internet, online learning is highly useful for supporting the PC learning process—especially during the COVID-19 pandemic. Before the current pandemic, online learning was typically conducted in a blended manner with face-to-face meetings. However, this shifted during the pandemic, and PC learning was undertaken entirely online. Since the students themselves are one of the success factors of online learning implementation, it is important to examine the students’ self-regulated learning skills in an online PC course throughout the semester. Quantitative and qualitative data were gathered from four classes. Data analyses were also conducted to address the research aim. The findings revealed that, overall, students apply self-regulated online learning skills. However, improvement and facilitation are still needed to enhance evaluation skills. From the qualitative data gathered, we constructed and categorized several themes into positive learning experiences, challenges, online learning strategies, and suggestions with which to improve online class management.

Clustering Analysis of the Evaluation Data on Students’ Learning under a Blended Environment

“…The following formula presents the corresponding expression of the whitening weight function: The mixed learning effect levels of the fourth and fifth dynamic intervals are level 4 and level 5, which are expressed as "relatively high mixed learning effect" and "high mixed learning effect". The corresponding dynamic intervals are [0,4,8] and [0, 5,10].…”

“…In recent years, with the continuous development of Internet technology and educational information technology, the traditional classroom is gradually replaced by blended learning ways which have been widely used. The hybrid learning environment, which combines the advantages of traditional learning methods with that of networked online learning, enables students to obtain learning resources and teachers' help equally anytime and anywhere, thus arousing their initiative, enthusiasm and creativity in learning [1][2][3][4][5][6][7][8][9]. As a product of the information age, networked online learning can capture the needs of students to improve their learning ability in real time, and always pays attention to the phased learning effect of students and the feedback of platform use experience, so as to provide better services for students [10][11][12][13][14][15][16][17][18][19].…”

An Analysis of the Categories and Structures of Expertise for Students’ Cognitive States

“…With the development and popularity of the Internet, online learning methods that meet personalised learning needs for students are increasingly accepted and recognised [1][2][3][4][5][6][7][8]. However, there are differences in the needs of students with different cognitive levels for learning resources [9][10][11][12].…”

Students’ Willingness to Participate in Interactive Teaching in the Context of Distance Education

“…As new education information applications are being developed and updated constantly, the conventional off-line classroom teaching has transformed to "smart class" and "distance education" which are formed based on online learning behaviors [1][2][3][4][5][6][7][8]. Distance education is very different from the conventional off-line classroom teaching in terms of organization form, mode, method, and tool [9][10][11][12][13][14][15]. With such transformation, the teaching interaction method gradually changes from the simple teacher-student interaction to the interaction among three parties: teachers, students, and distance platforms [16][17][18].…”