What factors promote student resilience on a level 1 distance learning module?

Simons, Joan; Beaumont, Kythe; Holland, Lesley

doi:10.1080/02680513.2017.1415140

Cited by 27 publications

(19 citation statements)

References 24 publications

(17 reference statements)

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“…This similarity gave some kind of support that Asian learners regardless of the level of education generally possessed a high level of realistic optimism in learning, one of the characteristics of resilience (Reivich & Shatte, 2002). With this positive attitude, learners would likely have more productive perspectives in handling challenges and overcome adversity (Bronk, 2013;Kim & Kim, 2016;Nguyen et al, 2015;Simons et al, 2018). Next, item number 7, "I have self-discipline" producing a mean score of 3.83 also merited further comments.…”

Section: Learners' Level Of Resilience In Learning English Onlinementioning

confidence: 99%

“…Resilience enables learners to not easily give up and to overcome challenges of learning in the long run. Simons et al (2018) stated that though numerous authors give various definitions of resilience, in general, it is based on two core concepts, which are: adversity and positive adaptations. In short, resilience could be understood as one's ability to positively adapt when facing adversity (Simons et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Indonesian L2 Learners’ Resilience and Self-directed Learning In Online Classes: A Correlational Study

Subekti

2022

JEELS

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The present study aimed to investigate Indonesian second language (L2) learners’ level of resilience and the relationship between their resilience and their self-directed learning (SDL) in an online learning setting at the time of the Covid-19 pandemic. The present study used a survey method by distributing Google Form questionnaires. The participants were 187 university student participants taking English for Academic Purposes (EAP) classes online in their respective departments. It was conducted to fill the void in resilience literature in the Indonesian L2 context and to find out the Indonesian learners’ resilience in the online learning setting as well as to know whether learners’ resilience was associated with their SDL, a critical element to succeed in online learning. The study found that learners possessed a high level of resilience. Learners were found to have a high level of realistic optimism and self-discipline, prominent characteristics of resilience. However, they reported a slightly lower level of capability in handling multiple tasks at the same time. The study further found that learners’ resilience was significantly, moderately, and positively correlated with their SDL. Based on the findings, possible contributions and implications are stated alongside the limitations of the study and possible directions for future research.

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Section: Learners' Level Of Resilience In Learning English Onlinementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Indonesian L2 Learners’ Resilience and Self-directed Learning In Online Classes: A Correlational Study

Subekti

2022

JEELS

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“…Further,, Simons, Beaumont, and Holland (2018) explained that there are two core ideas in defining resilience: adversity and positive adaptations. Hence, resilient learners are those who can positively adapt when they are facing adversities (Simons et al, 2018), difficulties of learning online amidst the Covid-19 pandemic being one of them.…”

Section: Introductionmentioning

confidence: 99%

Indonesian Learners’ Self-directed Learning and Resilience in Online English Classes: Assessing Interaction with L2 Achievement

Subekti

2021

IEE Ind. J. Eng. Edu.

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The present study was conducted to find the relationship between English for Academic Purposes (EAP) learners’ Self-directed Learning (SDL) and their achievement as measured with their EAP class grades as well as the relationship between these grades and their resilience. This study used a survey as the method of data collection and 157 learners who were enrolled in EAP online classes willingly participated in the study. Results of Pearson’s correlation and Regression analysis showed that learners’ SDL was very weakly associated with their grades (r (155) = .01, p > .05), with their SDL being unable to predict their ultimate achievement (R2 = .000). This study further found a very weak negative relationship between learners’ resilience and their grades (r (155) = -.02, p > .05). Learners’ resilience was not a predictor for their grades either (R2 = .000). As the present study is an exploratory study of the issue in question in the Indonesian context of English as a foreign language (EFL), it is suggested that further studies be conducted to establish more conclusive findings on the predictive power of learners’ SDL and resilience towards their English learning achievement. ABSTRAKStudi ini bertujuan menginvestigasi hubungan antara Self-directed Learning (SDL) pembelajar kelas Bahasa Inggris untuk tujuan akademik (EAP) dan pencapaian belajar di kelas Bahasa Inggris serta hubungan antara pencapaian belajar tersebut dengan ketahanan (resilience) mereka. Studi ini menggunakan metode survei dan sebanyak 157 pembelajar di kelas EAP bermoda daring berpartisipasi dalam studi ini. Studi ini menemukan bahwa SDL pembelajar berkorelasi sangat lemah dengan pencapaian belajar (r (155) = .01, p > .05) dan bahwa SDL tidak mampu memprediksi pencapaian belajar (R2 = .000). Studi ini juga menemukan bahwa ketahanan pembelajar berkorelasi sangat lemah dengan pencapaian belajar (r (155) = -.02, p > .05) dan tidak mampu memprediksi pencapaian belajar (R2 = .000). Karena studi ini termasuk studi awal dalam kajian SDL dan ketahanan pembelajar dalam kaitannya dengan pencapaian belajar pada konteks pembelajaran Bahasa Inggris sebagai bahasa asing di Indonesia, terkait dengan hasil studi ini, disarankan dilakukan studi-studi lain dalam konteks Indonesia. Studi-studi ini dapat dilakukan untuk mendapatkan kesimpulan yang lebih solid terkait besar kecilnya kemampuan SDL dan ketahanan pembelajar dalam memprediksi pencapaian belajar mereka dalam Bahasa Inggris.

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“…Some research showed that students' motivation and learning achievement is low in this course. The difficulty in studying this course encourages the need for innovative learning strategies with a student-centered learning approach (Conradty & Bogner, 2019;Jacobs & Renandya, 2019;Simons, Beaumont, & Holland, 2018;Thuneberg, Salmi, & Bogner, 2018). This innovative learning is supported by the existence of adequate learning resources, one of which is a lecture module.…”

Section: Introductionmentioning

confidence: 99%

Developing of fish anatomy learning module based on local wisdom in Ngebel Lake, Ponorogo, East Java

Primiani

Prayitno

Dinka

2020

JPBI

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The use of local wisdom as learning resources has been widely known to be able to create meaningful learning. The purposes of this study were to 1) produce module based on freshwater fish anatomy as local wisdom in Ngebel Lake, Ponorogo and 2) find the quality of the module produced. The Research and Development (R&D) was designed based on the Thiagarajan model which consisted of defining, designing, developing, and disseminating stages. The data were collected using interview guidelines, validation sheets, and students’ response questionnaire. The validation results of the media, material, and language experts showed that the module was very valid with the percentages were 86.5%, 88.2%, and 85.3% respectively. In addition, the student responses reached 87.9% (very good). In conclusion, the fish anatomy learning module based on local wisdom is appropriate to be used as learning resource.

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What factors promote student resilience on a level 1 distance learning module?

Cited by 27 publications

References 24 publications

Indonesian L2 Learners’ Resilience and Self-directed Learning In Online Classes: A Correlational Study

Indonesian L2 Learners’ Resilience and Self-directed Learning In Online Classes: A Correlational Study

Indonesian Learners’ Self-directed Learning and Resilience in Online English Classes: Assessing Interaction with L2 Achievement

Developing of fish anatomy learning module based on local wisdom in Ngebel Lake, Ponorogo, East Java

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