Self-Management Strategies in a Student-Driven Learning Environment

Abstract

Self-management in learning is vital. An individual's self being is an agent who acts upon his or her environment required for him or her to achieve academically. Blended learning has been extensively propagated as a means for learners to self direct and drive their learning. However, many students in blended learning courses are facing difficulties in managing their learning time. Many studies have highlighted the importance of self-management strategies in blended learning, but studies about how to manage well one's learning time is much required. This chapter reported a quantitative study that was designed explore the above issue. A questionnaire was constructed to obtain information on self-management strategies of learning (planning, monitoring, and evaluation) as well as time management. The target population was distance learning students who were taking a mathematics course conducted in blended learning environment at the Faculty of Education in a public university. A total of 224 students were randomly selected to participate in this study. The finding showed that the three dimensions (planning, monitoring, and evaluating) named as independent variables significantly contributed to the time management. Besides, the highest coefficient of the contributed factor towards time management is evaluating. Hence, evaluation has played a major role in effective time management. On the other hand, planning and monitoring are significantly contributing to evaluating.

Development and validation of Digi-MEE Instrument measuringonline learning environments in medical education

“…The nine factors of Digi-MEE are infact re ection of our TELEMED (Technology enhanced learning environments in medical education) model [21].These nine factors, namely cognitive enhancement (four items), content curation (three items), cybergogical practices (three items), learner characteristics (four items), digital capability (three items), platform usability (two items), facilitation dynamics (three items), social representation (three items), and institutional support (three items) are in alignment with the issues on online learning environment addressed in the current literature. For example, digital capability represents the much-needed requirement for the medical student to not only develop digital skills but also demonstrate self-management in online environments [35,36]. In contrast, previously available online learning environment inventory focused on development of computer competence only [14,37].…”