Online Learning and Self-Regulation Strategies: Learning Guides Matter

Al-Hawamleh, Mahir S.; Alazemi, Asmaa; Al-Jamal, Dina; Shdaifat, Samar Al; Gashti, Zeynab Rezaei

doi:10.1155/2022/4175854

Cited by 9 publications

(6 citation statements)

References 28 publications

(34 reference statements)

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“…Digital communication offers a number of advantages, including the capacity to interact with people around the globe and the potential to communicate more effectively and efficiently while yet reaching vast audiences with little effort [31]. This skill facilitates engagement in communities and online networks through ethical awareness and global citizenship, as well as the exchange of information and messages via digital collaboration tools for personal and social goals [32], [33]. For instance, interactions between students and the material, between students and teachers, and between peers are made possible by online learning [34], [35].…”

Section: Peer Collaboration and Digital Communicationmentioning

confidence: 99%

Self-regulation and Peer Collaboration among Students of Higher Education in Digital Learning Space: A Systematic Literature Review of JCR High Impact Factor

Ul-Hassan¹,

Parveen²,

Khan³

et al. 2023

Preprint

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In this unprecedented era of computer-supported and distance learning, it is critical to rethink the way students are supported through vital skills like self-regulation and peer collaboration. A variety of digital media has emerged, allowing learners autonomy while requiring the ability to effectively regulate different components of the educational process for long-term academic success. We reviewed collaboration, communication, and self-regulation in digital learning environments as part of online learning. We discussed how these abilities are reflected in highly cited content. High-impact factor studies were identified using advanced software Herzing Publish or Perish to retrieve highly cited research publications metrics. The search resulted in 272 records from 2010 to 2022, 192 duplicates were identified to remove and 48 JCR articles were shortlisted for review. We examined and reflected on sufficient connections to make firm judgments about correlations of concepts. The review identified prominent themes surfaced in the high impact factor academic publication e.g., digital learning environment, interaction, engagement, feedback, self-efﬁcacy, motivation, meta-cognition, achievement, technology, blended learning, and orientation of ICT. Many studies support different features of SRL &amp; PCL through different tools, access to educators or feedback, encouragement, and through peers. However, all of them discuss the processes that students use to self-regulate learning in these situations. It is suggested to examine whether the effectiveness of certain SRL processes varies by online learning mode.

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Section: Peer Collaboration and Digital Communicationmentioning

confidence: 99%

Self-regulation and Peer Collaboration among Students of Higher Education in Digital Learning Space: A Systematic Literature Review of JCR High Impact Factor

Ul-Hassan¹,

Parveen²,

Khan³

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…After reviewing studies (e.g. Zimmerman, 1989;Winne, 1995;Sardareh et al, 2012;Effeney et al, 2013;Goetz et al, 2013;;Mehmet, 2016;Al-Hawamleh et al, 2022;Gafaro, 2022;Karaca & Bektas, 2022), the researcher grouped the necessary skills that formulate SRL over LMS into three constructs: cognitive and monitoring, organisational, and self-evaluation skills. Each of these constructs is hypothesised to contribute to raising academic achievement and thus reveal the impact of SRL on academic achievement.…”

Section: Structural Model and Hypothesesmentioning

confidence: 99%

Correlation of Self-regulated Learning on Blackboard and Academic Achievement of Islamic Studies Students

Al-Dawood

2022

IJLTER

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Focusing on learners’ active roles has brought Self-regulated Learning (SRL) to attention. Since its introduction in the mid-eighties, research has discussed several models and conceptual frameworks pertaining to SRL. Yet, more studies are required to explain how students achieve SRL and how it associates with academic achievement. Additionally, the potential of modern learning tools such as the Blackboard Learning Management System LMS and their role in promoting SRL are highly valued. To this end, the current study adopted a 27-item questionnaire based on different SRL models. It surveyed a sample of 165 students regarding their use of SRL strategies while they were engaged in online courses through Blackboard. The correlation between students’ use of such strategies and their academic achievement was ultimately calculated. It was found that students with higher academic performance apply a broader range of SRL strategies. Also, a variance can be seen in the type of strategies used. These findings are traced back to the features afforded by Blackboard, which result in SRL if they are appropriately deployed. Accordingly, teachers are called to utilise LMSs to promote SRL strategies and train their students in their use. These results are considered significant as most previous research has focused on the SRL concept rather than its effect on academic achievement. However, further empirical research on LMS features and their impact on developing SRL is recommended.

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“…This variable has six indicators. The first indicator is motive has been linked to the amount of mental effort typically expended in learning tasks, which has led to the idea that motivation might be viewed as a consistent personal trait comparable to personality [19]. The first indicator is that motive plays a crucial role in practically all facets of human conduct and continues to significantly impact how students behave and their desire to learn or acquire good academic skills in school [20].…”

Section: Self-regulated Learningmentioning

confidence: 99%

Active Reading Style, Student Vocabulary Learning Strategies and Self-regulated Learning: A Structural Model Equation on Academic Writing Motivation and Self-regulation

Tubaon

Palma

2022

AJESS

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Aims: To determine the best fit model for students' academic writing motivation and self-regulation. Study Design: Descriptive-causal design. Place and Duration of Study: The study was conducted among senior high school of Region XIII during 2021-2022. Methodology: The respondents were chosen using stratified random sampling. The data were collected using the online platform. Results: Results showed that the respondents had a high level active reading style; their vocabulary learning strategy was always visible; and their self-regulated learning was high. It also revealed that there was a linked between academic writing motivation and self-regulation. There was a significant relationship between active reading in academic writing motivation and self-regulation; between vocabulary learning strategy, academic writing motivation, and self-regulation; between self-learning, academic motivation and self-regulation. Likewise, there was a significant influence of active learning on academic writing motivation and self-regulation, vocabulary learning strategies and self-learning on academic writing motivation and self-regulation. Finally, model 5 was the most suitable for students’ academic writing motivation and self-regulation. Conclusion: There is a substantial association between students' academic writing motivation and self-regulation and active reading, vocabulary learning strategies, and self-learning. The best model for encouraging and regulating students' academic writing is Model 5. It implies that students needed to have motivated so that they are about to control their learning. This outcome serves as a reminder to teachers that in order for students to develop learning independence and trust, teachers must pique their interest in the lessons or classroom activities.

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Online Learning and Self-Regulation Strategies: Learning Guides Matter

Cited by 9 publications

References 28 publications

Self-regulation and Peer Collaboration among Students of Higher Education in Digital Learning Space: A Systematic Literature Review of JCR High Impact Factor

Self-regulation and Peer Collaboration among Students of Higher Education in Digital Learning Space: A Systematic Literature Review of JCR High Impact Factor

Correlation of Self-regulated Learning on Blackboard and Academic Achievement of Islamic Studies Students

Active Reading Style, Student Vocabulary Learning Strategies and Self-regulated Learning: A Structural Model Equation on Academic Writing Motivation and Self-regulation

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