Self-regulated Learning: Critical-realistic Conceptualization

Jakešová, Jitka; Kalenda, Jan

doi:10.1016/j.sbspro.2015.01.105

Cited by 19 publications

(10 citation statements)

References 40 publications

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“…In this section, our motivation is presented, as well as the corresponding research questions. Firstly, we are interested in studying the characteristics of the MOOCs used in this research area because prior works suggested that the learning context has a direct influence on self-regulation (Jakešová & Kalenda, 2015). Specifically, this conclusion was reinforced by Ferguson et al (2015) in MOOC environments.…”

Section: Research Questions (Rq)mentioning

confidence: 99%

Self-regulated learning in MOOCs: lessons learned from a literature review

et al. 2019

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Self-regulated learning in MOOCs: Lessons learned from a literature reviewLearners in Massive Open Online Courses (MOOCs) are required to be autonomous during their learning process, and thus, they need to self-regulate their learning to achieve their goals. According to existing literature, Selfregulated learning (SRL) research in MOOCs is still scarce. More studies which build on past works regarding SRL in MOOCs are required, as well as literature reviews that help to identify the main challenges and future research directions in relation to this area. In this paper, we present the results of a systematic literature review on SRL in MOOCs, covering all the related papers published until the end of 2017. The papers considered in this review include real experiences with at least a MOOC (other learning scenarios sometimes claimed as MOOCs, such as blended courses, or online courses with access restrictions, are out of the scope of this analysis). Most studies on SRL in MOOCs share some common features: they are generally exploratory, based on one single MOOC and tend not to specify in which SRL model are grounded. The results reveal that high selfregulators engage in non-linear navigation and approach MOOCs as an informal learning opportunity. In general, they prefer setting specific goals based on knowledge development and control their learning through assignments.

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Section: Research Questions (Rq)mentioning

confidence: 99%

Self-regulated learning in MOOCs: lessons learned from a literature review

et al. 2019

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“…The lack of such influences may be due to the methodological limitations of this text (and especially the small research sample used). Other individual variables, such as the frequency of using Office suites [52], readiness to learn [53][54][55], and situational factors related to work experience [56], which are difficult to include in the course of a single study due to the limitations of the length of the tool, may also be a limiting factor in the prediction of change in the selected elements of key competences.…”

Section: Discussionmentioning

confidence: 99%

Declared and Real Level of Digital Skills of Future Teaching Staff

Tomczyk¹

2021

Education Sciences

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Digital competence is undoubtedly one of the key skills that teaching staff should possess. Currently, there are many theoretical frameworks and ways to measure skills and knowledge related to the use of information and communication technologies (ICT). This article is an attempt to show the real and declared level of digital skills among future teaching staff. The research was conducted in Poland among 128 students of pedagogical faculties (first-year undergraduate studies). The research used a triangulation of research methods and techniques: diagnostic survey and competency tests related to the use of word processors and spreadsheets, and the level of knowledge about the use of ICT. Competency tests were in accordance with the European Computer Skills Certificate (ECDL) standard. The collected data showed the following: (1) more than half of the students rate their own skills in the use of word processors and spreadsheets, and their overall theoretical knowledge as high or very high; (2) in the case of the real assessment of digital competence, only less than 20% reached the passing threshold in the areas of word processors and theoretical knowledge, with only 1.6% passing in the area of spreadsheets; (3) the declared and actual levels of digital competence were moderately related in the surveyed group; (4) attitudes towards new media, self-assessment of digital skills, and previous learning experience in handling ICT are not predictive factors for ECDL test results.

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“…For the reason that, implementation of self-Learning in learning can do it and are need on an era of globalization with the source learning it's unlimited. In the application of self-learning, this is not only done as an independent activity in regulated learning [11], but it is more to self-regulation in relation to the understanding of himself so that he can make the best choices for himself. Thus, in the self-learning on this research through are self-evaluation, self-improvement, and self-strengthening it as a stage in understanding and practicing the basic skills taught at school Practice Field at school.…”

Section: A Self-learningmentioning

confidence: 99%

Application of Self-learning in Basic Teaching Skills at Vocational Program

Debora¹,

Birawa²,

Bungai³

2019

Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018)

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The application of self-learning in basic teaching skills at vocational program as the practice to the prospective of student teacher was conducted at Mechanical Engineering Education program Faculty of Teacher and Training Universitas Palangka Raya. The problem in the prospective student teacher in Mechanical of Engineering Education program in to the practice of basic teaching skills. Therefore, there is a need for a method to be carried out in this learning, while the purpose of this research is to apply self-learning in practicing basic teaching skills. The application of self-learning in teaching basic skills was carried out with self-evaluation, self-improvement and selfstrengthening. The self-evaluation activities were carried out by identification of his/her weakness and his/her strength itself of they do every basic teaching skills then they were do to the selfimprovement and self-strengthening. Self-learning of the prospective of student teachers through a questionnaire with the instruments have validity and reliability. They were analysed for the self-evaluation in basic teaching skills in category is very difficult and very easy with the self-evaluation forms. The do activities were carried out by practice on the basic teaching skills in the lesson Micro Teaching. The self-learning teacher's were observed by questioner analysed using qualitative descriptive .The result showed teacher's self-learning in basic teaching skills through description method on the lesson were "very difficult" is to attract students' attention (55,81%), clarity of the voice (53,48%), reflecting off the breadth of insight (48,84%), to attention principal of media" (54,5%), "use the assessment relevant to specific learning objectives" (65,46%), and to review of the lesson (34,88%). The choice of "very difficult" and "very easy" is an application from him self-learning and for the selfimprovement, they do choose to learn from the self-weakness. While for "very easy" their do for the self-strengthening.

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Self-regulated Learning: Critical-realistic Conceptualization

Cited by 19 publications

References 40 publications

Self-regulated learning in MOOCs: lessons learned from a literature review

Self-regulated learning in MOOCs: lessons learned from a literature review

Declared and Real Level of Digital Skills of Future Teaching Staff

Application of Self-learning in Basic Teaching Skills at Vocational Program

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