Online Self-Regulatory Learning Behaviors as a Mediator in the Relationship between Online Course Perceptions with Achievement

Barnard, Lucy; Paton, Valerie Osland; Lan, William Y.

doi:10.19173/irrodl.v9i2.516

Cited by 151 publications

(123 citation statements)

References 18 publications

(25 reference statements)

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“…In his triadic analysis of 114 SRL, he described the interrelations between people, the environment, and self-regulated behavior from a social-cognitive perspective. Later studies (e.g., Barnard, Paton, & Lan, 2008;Pintrich & De Groot, 1990;Zimmerman & Schunk, 2001) confirm this analysis in the sense of the context-specificity of SRL. This context-specificity is confirmed in our study, which shows a positive relationship between the perceived flexibility of learning and SRL strategies in an ODL setting.…”

Section: Discussionmentioning

confidence: 75%

The relationship between flexible and self-regulated learning in open and distance universities

Bergamin

Ziska

Werlen

et al. 2012

IRRODL

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<p>Flexibility in learning provides a student room for volitional control and an array of strategies and encourages persistence in the face of difficulties. Autonomy in and control over one’s learning process can be seen as a condition for self-regulated learning. There are a number of categories and dimensions for flexible learning; following professional publications, time, location, lesson content, pedagogy method, learning style, organization, and course requirements are all elements to consider. Using these categories and the dimensions of flexible learning, we developed and validated a questionnaire for an open and distance learning setting. This article reports on the results from a study investigating the relationship between flexible learning and self-regulated learning strategies. The results show the positive effects of flexible learning and its three factors, time management, teacher contact, and content, on self-regulated learning strategies (cognitive, metacognitive, and resource-based). Groups that have high flexibility in learning indicate that they use more learning strategies than groups with low flexibility.</p>

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Section: Discussionmentioning

confidence: 75%

The relationship between flexible and self-regulated learning in open and distance universities

Bergamin

Ziska

Werlen

et al. 2012

IRRODL

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“…The OSLQ was developed considering the accuracy and reliability of the results from the data sample collected [36,37].…”

Section: Measuring Self-regulated Learning Skillsmentioning

confidence: 99%

A Multi-dimensional Investigation of Self-regulated Learning in a Blended Classroom Context: A Case Study on eLDa MOOC

Onah

Sinclair

2017

Interactive Collaborative Learning

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Abstract-Online systems such as massive open online courses (MOOCs) are new innovative learning technology in education.With the proliferation of MOOC systems, little has been mentioned about blended MOOC system and how it enhances students' performance. Blended classroom is a form of learning taking place between two different activities of which one is online and the other is traditional teaching method using bricks and mortal classroom settings. This study reveals the effectiveness of blended classroom teaching for an undergraduate course. The module was embedded in an eLDaMOOC platform, which is a platform for delivery computing concepts, and Python programme course. This research aims to investigate students' perceptions of self-regulated learning (SRL) habits. A multidimensional survey was designed to evaluate each aspect of SRL skills, motivation and attaining better grades within the course. This analyses explores (a) cognitive process of students improving their self-regulated learning skills (b) potential of students' preparedness and motivation to engage with the course content in a blended context (c) potential difference in addressing the relation among the methods of engagement and achievement in their weekly assessment results. The research applied an Online Self-regulated Learning Questionnaire (OSLQ) as the instrument for measuring the self-regulated learning in eLDaMOOC learning environment. In developing a revised OSLQ to address the use of instrument to measure self-regulated learning in an online blended classroom context. Data collection process was conducted on a sample of first year undergraduate student who took a seminar module via a blended course format. The results indicate the level of self-regulated learning explored from the measure of the self-regulation in the blended learning environment in this study.

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“…Exploring the perceptions of self-regulatory learning behaviours have been associated to better academic attainment and imperative to achieving better learning outcomes. In the current study we investigate whether self-regulatory learning patterns could be seen as mediation in the relationship to attaining better grades and distinguish the different levels of self-regulated learning dimensions [2]. The results indicated that students' dimensions of online self-regulatory learning patterns, although not totally conclusive on the education achievement in themselves, do shows the relationship of the perceptions of online blended learning course to academic improvement.…”

Section: Introductionmentioning

confidence: 85%

“…It is however essential to mention that task specific strategies planned by the learners help to support learning reflection, self-direct their studies and reflecting during the learning process [26]. Environment structuring is said to follow implicit behaviour by eliminating all elements of distractions from the learning environment [2,36]. Self-evaluation strategy is similar to component of selfjudgement.…”

Section: Measuring Self-regulationmentioning

confidence: 99%

“…The students set goals, avoid distractions and engage more with peers and the instructor in order to obtain support in their learning [6]. Students in blended learning should engage more with self-regulated learning patterns regularly [2]. In the light of this development, self-regulated learning behaviours form the cognitive perspective of the learners.…”

Section: Introductionmentioning

confidence: 99%

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An Empirical Investigation of Students’ Perceptions of Self-Regulated Learning in Online Blended Learning: A Case Study of a Novel E-Learning Platform

Onah¹,

Sinclair²

2016

EDULEARN Proceedings

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Emerging online learning technology such as massive open online courses (MOOCs) is a new trend in learning technology. With the propagation of MOOC as a vast learning platform, very little has been known nowadays about the online blended learning systems and how it improves students' performance. The blended classroom was conducted using traditional teaching method in a brick-andmortar classroom arrangement and online. The research focuses on the usefulness of blended classroom teaching for a single sample of first year undergraduate students (n = 27) in a computer security module. The sample students participated in this study in an online blended classroom incorporating the orthodox (traditional) class teaching methods. This research investigates the various techniques students used to motivate their studying habit. The computer security module was created in a novel e-learning platform known as eLDa. This is an online platform developed for the delivery of computing concepts, and python programming. This investigation aims at revealing students' perceptions on self-regulated learning (SRL) skills. Multi-dimensional questionnaires were designed to collate sufficient data on the learning skills and the motivation of the students to study. These surveys analyse the following: (i) the various students' patterns of motivation (ii) the manner of learning suitable to individual student (iii) the level of improvement attained. The research compared the new introduction of blended class seminar with an initial run of a previous cohort of a traditional class seminar on computer security module. The research approach expanded on an existing Online Selfregulated Learning Questionnaire (OSLQ) as the instrument for measuring the self-regulated learning skills. In order to collect the research data, hard copy questionnaires were distributed during the data collection process in two of the traditional face-to-face learning to obtain the students' response. Descriptive statistical method was applied for the data analysis and evaluation using a statistical package for the social sciences (SPSS) tool. The results indicated the support received from the orthodox methods of teaching and the feedback received help in informing a better blended classroom delivery. The study analysis has provided insights to good practice with respect to the future direction of the online blended course embedded in the eLDaMOOC-learning platform. In summary, the blended learning used in this context was to introduce learners to the 21 st century skills in learning, such as critical thinking skills, and self-regulated learning skills. Self-directed learning skills, we presume can lead and encourage learners to the era of autonomous e-learning in education.

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Online Self-Regulatory Learning Behaviors as a Mediator in the Relationship between Online Course Perceptions with Achievement

Cited by 151 publications

References 18 publications

The relationship between flexible and self-regulated learning in open and distance universities

The relationship between flexible and self-regulated learning in open and distance universities

A Multi-dimensional Investigation of Self-regulated Learning in a Blended Classroom Context: A Case Study on eLDa MOOC

An Empirical Investigation of Students’ Perceptions of Self-Regulated Learning in Online Blended Learning: A Case Study of a Novel E-Learning Platform

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