Learner' Online Self-regulated Learning Skills: A Comparison Between Chinese Undergraduates and International African Undergraduates

The outbreak of the COVID-19 pandemic forced students to move from face-to-face learning to online learning. Online learning has high demands on students' Self-regulated Learning (SRL) skills. In this study, a questionnaire that used five-point Likert scale was administrated between international African undergraduates and Chinese undergraduate students to investigate their online learning behaviors. The questionnaire was composed of six categories: environment structuring, goal setting, time management, help-seeking, task strategies, and self-evaluation. 441 valid responses were received, 89 from international African students and 352 from Chinese undergraduates. The collected data were analyzed with SPSS Version 24.0. The results showed that there was no significant difference between Chinese student' and international African students' SRL skills in the six sub-scales. This may be due to the small sample size of African students and the similar learning environment. Larger samples are needed in future research to further verify the conclusion. The research results can be used as a reference for the future online learning design to strengthen learners' SRL skills. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Digital Transformation of Education Toward Successful Internships: A Methodology Developed Over Seven Years and Tested During COVID-19

Contribution: This article provides a teaching methodology which combines project-based learning, self-regulated learning (SRL), and design projects (DPs) to improve the preparedness of students for computing science-related internships. The methodology is supported by the implementation of the educational technology that transforms the way teaching and learning is transformed to benefit on-campus and off-campus students equitably, during the COVID-19 pandemic. Background: Success in the workspace is governed by the ability of an individual to learn on-the-job and independently. Online learning has led to a shift from instructor-led learning to SRL. This requires individuals to discipline themselves, and be in control of their learning and education. Outcome: The success of internships is improved with skills learnt in class through hands-on real-world projects. Both on/off-campus students gain equitable relevant experience. The teaching methodology developed over several years combines project-based learning, SRL, and DPs. Application Design: The methodology was applied using a flipped classroom approach. The educational technology was used to enhance SRL before in-class learning. This way, in-class rote learning was replaced with hands-on projects. Exam assessments were replaced with DPs where soft skills and technical skills are applied. Findings: The effectiveness of the developed methodology is measured through quantitative and qualitative evaluation tools. The evaluation demonstrates that combining well-designed education technology for SRL, with in-class project-based learning and DPs, can improve students' chances in getting high-impact internships.

Undergraduate Studies and the Covid Context: Promoting Self-Regulated Learning

With COVID-19 shifting educational institutions to remote teaching globally, Bangladeshi universities, too, began taking classes online from June 2020, using different learning management system (LMS) platforms. Facing students completely unfamiliar with learning outside traditional classrooms, the need for instructors to utilize best practices in online instruction and course design was extra enhanced. How online instructors can promote the use of self-regulated learning strategies (SRLS) amongst students is evaluated by considering a variety of extant methods. Taking universal teaching platforms into the nooks and corners of any country may be the biggest takeaway from this study, but a transition certain to elicit variegated responses. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023.

Pandemic Lessons Learned: Educators' Experiences and Tool Checklist

The Coronavirus pandemic had a significant effect on teachers when traditional face-to-face classroom instruction abruptly shifted online in the spring of 2020. It also provided educators the unique opportunity for continued growth and development in incorporating technology into their instruction. The purpose of this study was to examine educators' s learning experiences in utilizing virtual learning technologies to provide instruction during the COVID-19 pandemic. Researchers conducted two (2) online focus group interviews with participants (N = 9). The focus group transcriptions were qualitatively analyzed for themes. The findings from the focus groups are discussed in this article. The resulting implication is the 3E (Efficient, Effective and Engaging) application checklist to utilize when selecting instructional online tools and incorporating technology in the classroom. [ FROM AUTHOR] Copyright of Clearing House is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Coronavirus Pandemic and Online Education: Impact on Developing Countries

In this book, eight substantive chapters examine how "developing” countries such as Bangladesh, Malaysia, and Mexico confronted the pandemic-driven online education shift. As local instruments, resources, and preferences of specific universities meshed with global platforms, ideas, and knowledge, the book addresses several questions. Was the mix too flaky to survive increasing competitiveness? Were countries capable enough to absorb mammoth software technological changes? Throwing a "developed” country (the United States) in for contrast, the book elaborates on the inequities between these countries. Some of these inequalities were economic (infrastructural provisions and accesses), others involved gender (the role of women), political (the difference between public and private universities), social (accessibility across social spectrum), and developmental (urban-rural divides). In doing so, new hypotheses on widening global gaps are highlighted in the book for further investigation. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023.

Investigating the Impact of the Community of Inquiry Presence on Online Learning Satisfaction: A Chinese College Student Perspective.

Purpose: This study investigated how teaching, social, and cognitive presence within the community of inquiry (CoI) framework impacts Chinese college students' online learning satisfaction through self-regulated learning and emotional states. Methods: A total of 2608 Chinese college students from 112 universities completed a 38-item Likert scale survey measuring teaching, social and cognitive presence, self-regulated learning, emotional states, and online learning satisfaction after COVID-19 restrictions were lifted on December 7, 2022. The study examined the influence of teaching, social, and cognitive presence on online learning satisfaction, mediated by self-regulated learning and moderated by emotional states using SmartPLS. It also analyzed demographic differences using multi-group analysis in the model. Results: The results indicated a significant positive relationship between a) self-regulated learning and online learning satisfaction, b) teaching presence, cognitive presence, and self-regulated learning, but no relationship between social presence and self-regulated learning. Additionally, self-regulated learning partially mediated the relationship between teaching and cognitive presence and online learning satisfaction. In contrast, self-regulated learning did not mediate the association between social presence and online learning satisfaction. Positive emotional states moderated the relationship between self-regulated learning and online learning satisfaction. Implications: The study advances the knowledge of these factors influencing online learners' satisfaction, which can help create efficient programs and regulations for students, teachers, and policymakers.

Learning through clinical extramural studies: an observational study.

BACKGROUND: Veterinary medicine programmes require students to learn in formal educational settings and through workplace experiences. Previous studies have indicated that learning in the clinical workplace can be informal as students participate in daily activities of service provision by veterinary teams. It can be complex however for students to transition from a traditional formal educational setting to learning in the workplace and students must be able to self-regulate their learning. This requires students to set their own learning goals, consider available learning opportunities and to evaluate if intended learning outcomes have been attained. There is a need to identify strategies students undertake to self-regulate their learning in the workplace to design supports to enhance their learning. The aim of this study was to provide a detailed description of how final year veterinary medicine students plan, learn and reflect on their learning in the workplace context of clinical extramural studies (CEMS) prior to the COVID-19 pandemic. METHODS: An observational repeated cross-sectional design study was conducted with two groups of final year veterinary medicine students in University College Dublin. Data was collected in two stages by analysing student activity records and surveying students in 2017 and 2018. Participants were asked to describe how they planned their CEMS, to describe the types of learning activities they participated in, and describe their reflections of CEMS. RESULTS: The results are interpreted through the lens of self-regulated learning theory. Analyses of student CEMS activity records indicate that students from both groups primarily participated in small animal / production animal or mixed practice work placements. The majority of respondents of the survey indicated that CEMS was a valuable learning opportunity and they were motivated by placements that would support their future career goals. Financing CEMS placements was a key obstacle to their planning. The majority of respondents indicated varying frequencies of engaging in different types of learning activities and noted that finding suitable placements that facilitated practical skill development and active student learning was a challenge. Implications for veterinary education are discussed. CONCLUSIONS: Student perspectives on planning and learning in the CEMS workplace context yielded important insights into the factors that influence their self-regulatory activities which can help inform future educational interventions to support student learning.

Learning first-year mathematics fully online: Were students prepared, how did they respond?

This paper reports on empirical results from a study that investigated first-year mathematics students' preparedness for, and response to, online learning. With the appearance of COVID-19 in 2020, lecturers were forced to make sudden changes to the established face-to-face learning environments, and students were expected to adapt to these changes. The idea of a blended learning environment is not new, and students globally have demanded flexibility in mathematics learning environments for some time. However, the idea of a sudden change in environments, particularly to fully online, was new to most lecturers and students. Key aspects in an online environment are students' ability to self-regulate their learning, and the availability and accessibility of technological resources. Quantitative data from the self-developed questionnaire were collected early in 2021, at a public university in South Africa, from a large sample over several modules. Results indicate students are partially prepared for learning fully online, with significant effect on performance. © 2023 by the authors;licensee Modestum. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/)..

Learners and their learning environment in Swedish higher education: Challenges in computer-mediated learning during COVID-19

This paper aims at investigating the issues and challenges experienced by remote learning among students of higher education in the Swedish context, during COVID-19. The pandemic influenced the emergence of a new learning context, and the effectiveness of the computer-mediated remote learning from the sudden transition of traditional approaches caused many interesting issues. The empirical part of the study was based on a web-based survey conducted in the middle of 2020, during the pandemic, among 1,767 anonymous students who studied at 30 higher educational institutions in Sweden. The results are presented in line with Zimmerman's (2000) triadic (personal, environmental and behavioral) forms of self-regulation. The survey indicated that the perceived worries students experienced were oriented towards the students' own personal situations and future possibilities, rather than the general state and welfare of global society. The fast transition to online classes and seminars led to many students being worried about their abilities to maintain efficiency in their studies. The findings of this study could provide refined insights on the issues that should be in mind when formulating strategies for effective remote learning in such a changing environment during a crisis period, not only in Sweden but also in some international contexts. © 2023 Author(s). This is an open access article distributed under the terms of the Creative Commons CC-BY 4.0

Pedagogy-Andragogy Continuum with Cybergogy to Promote Self-Regulated Learning: A Structural Equation Model Approach

The increasing sophisticated learning technology and COVID-19 have pushed the teaching-learning process to use pedagogy, andragogy, and cybergogy approaches. The current research aims to investigate the relationship between the practices of these three approaches and student self-regulated learning. The structural equation model used indicates that pedagogy practices may affect the andragogy practices in teaching-learning process. Pedagogy approach shows no direct effect but has an indirect effect on students' self-regulated learning. The indirect effect comes from the pedagogy-andragogy continuum and the impact of pedagogy instruction on cybergogy practices. Andragogy practices also gives a significant impact on students' self-regulated learning and how the students use learning technology in cybergogy approach. Andragogy and the continuum of cybergogy promote students' self-regulated learning. These results indicate that pedagogy-andragogy continuum can have an interplay with cybergogy. The interplay of these approaches may encourage students' self-regulated learning. The current research can be a baseline to construct a new approach in teaching-learning process and its instructions in the classroom. © 2023 The Author(s)

Student Perception of School Performance during the Pandemic Experience: A Case Study in a Mexican Public University

The purpose of the work is to explore the perception of undergraduate students, at a Mexican university, about their school performance in the context of the pandemic. An online questionnaire was designed with open ques-tions that explore the student's perception of the distance modality in their learning process, considering their material living conditions. The sampling was non-probabilistic of self-selection, with the participation of 417 stu-dents. For the analysis, the predefined categories on health status, experiences and personal difficulties in so-cial distancing, experiences from the past semester, proposals for improvement, and difficulties that may affect performance in the new semester were used. The results show that those students capable of satisfactorily ma-naging their learning process perceive their material living conditions, and personal and family health as "good". Among the perceived complications are the Internet service and the sharing of devices or spaces.

Digital note-taking: An effective self-regulation tool in increasing academic achievement of Filipino students in a business mathematics online learning course

Online learning is a relatively new but emerging approach in Philippine education. The approach's rise in popularity warrants an emphasis on self-regulated learning (SRL). Hence, the current study aimed to propose and assess an intervention using a digital note-taking application as an SRL tool for Business Math. Data collection included the administration of a pre-test and a post-test and weekly ratings of digital notebook usage. Two-way ANCOVA results suggest that skillful self-regulators consistently achieved more than naïve self-regulators. Hierarchal regression analysis results imply that learners with better digital notebooks are likelier to achieve more in the course. These results demonstrate the effectiveness of the SRL intervention used in the study. Furthermore, repeated measures of ANOVA results suggest that different groups of learners use their SRL tools differently. Despite the effect of SRL tools on achievement, higher achievers are not certainly better self-regulators than lower achievers.

How students view online knowledge: Epistemic beliefs, self-regulated learning and academic misconduct

The use of the internet in education has been greatly encouraged by the COVID-19 epidemic. Studying students' internet-specific epistemic beliefs (ISEB) and possible correlates would benefit online teaching and learning. However, little research has been conducted in this field. Therefore, we investigated the current status of ISEB among college students and considered the impact of self-regulated learning (SRL) and e-academic dishonesty (e-AD) on ISEB. A survey research method and convenience sampling were employed. A total of 538 Chinese college students completed the self-reported questionnaire. Our results indicate that although no significant differences were found in ISEB in terms of gender and academic major, students with different backgrounds also differed in e-AD experience and SRL. Three dimensions of ISEB were negatively correlated with SRL, while one had a significant positive correlation. In addition, the latter dimension of ISEB was negatively correlated with e-AD. Finally, SRL and e-AD jointly significantly predicted students' different ISEB, with explanatory power ranging from 14% to 36%. Study techniques of SRL were common predictors that could negatively predict the certainty, simplicity, and source of ISEB and positively predict justification. Based on the results, specific methods for schools, teachers and librarians to enhance students' ISEB are provided. © 2023

The Influence of Distance Education and Peer Self-Regulated Learning Mechanism on Learning Effectiveness, Motivation, Self-Efficacy, Reflective Ability, and Cognitive Load

COVID-19 has resulted in the increased use of distance learning around the world. With the advancement of information technology, traditional classroom teaching has gradually integrated the Internet and distance learning methods. Students need to be able to learn on their own in a distance learning environment, so their ability to self-regulate their learning in a distance learning environment cannot be ignored. However, in previous studies on self-regulated learning, most learners learn alone. When they have academic doubts, they cannot obtain help and support from their studies, resulting in reduced learning outcomes. This study uses the peer self-disciplined learning mechanism to establish a distance teaching system that assists students and to improve their own learning status by meeting with peers at a distance. It can also help learners orient themselves by observing their peers' learning status and goal considerations. The participants in this study were 112 college students in the department of information management. The control group used a general self-regulated teaching system for learning, and the experimental group used a distance learning system, incorporating peer self-regulated learning. The results of the study found that learners who used the distance peer learning mechanism were more effective than those who used the general distance self-regulated learning system;learners who used the distance peer-regulated learning mechanism had better motivation, self-efficacy, and reflection after the learning activity than those who used the general distance self-regulated learning system. In addition, with the aid of such mechanisms, learners' cognitive load can be reduced, and learning effectiveness can be improved. © 2023 by the authors.

Online course formats and student self-efficacy in academic skills predict persistence in introductory psychology

Concerns about student persistence in online college courses have increased since the onset of the COVID-19 pandemic. This study examined factors associated with self-selection into asynchronous versus synchronous online course sections and effects of course format, self-efficacy, and self-regulatory behaviors on course withdrawal rates and final grades in Introductory Psychology. We assessed learning outcomes of students (N = 563, Mean age = 20.3 years) enrolled in Introductory Psychology at a nonselective, minority-serving institution in Spring 2021. Half of the sections were fully asynchronous;half met synchronously via Zoom. Students enrolled in asynchronous sections were more often first semester students;asynchronous students were less likely to access the online textbook or check Blackboard settings before submitting their first assignment. While students enrolled in synchronous sections more often reported challenges sustaining attention and motivation, students enrolled in asynchronous sections more often reported difficulties managing coursework and work obligations. Controlling for demographic factors, students in asynchronous sections had a higher risk of withdrawing, as did students with lower self-efficacy and those reporting family obligations. For students completing the course, final grades were associated with accessing the textbook, reading comprehension, and demographics, but not with course format or self-efficacy. These findings provide insight into factors that predict enrollment in online course formats and subsequent associations with learning outcomes. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Adaptability favors positive academic responses and posttraumatic growth under covid-19: A longitudinal study with adolescents

The COVID-19 pandemic prompted an abrupt adoption of online learning worldwide challenging students' scholastic engagement and their ability to self-regulate their learning. Under these unexpected conditions, adaptability (one's capacity to adjust thoughts, behaviors, and emotions in new and uncertain situations) might have sustained students to maintain high engagement and find new learning solutions. Students with high adaptability might also interpret COVID-19-related novelty as an opportunity and show higher posttraumatic growth levels. A longitudinal path analysis showed that in a sample of 435 Italian students (11-18 years old), adaptability at Time 1 positively related to engagement, self-regulated learning, and posttraumatic growth at the end of the school year, indirectly favoring academic achievement, through the mediation of engagement and self-regulated learning. These findings highlight the unique role that adaptability could play in supporting students in unexpected and stressful situations. Fostering students' adaptability could therefore have beneficial effects on their personal growth and academic success. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Psychological Distress of High School Graduates During Social Distancing in Croatia

Introduction: The COVID-19 pandemic has influenced the whole world, thus also affecting the high school graduates in Croatia. Aim(s): The purpose of the study was to examine the psychological distress high school graduates experienced during the COVID-19 social distancing measures, more precisely to investigate gender and school type differences and to examine the relationship between psychological distress and self-regulated learning. Method(s): In this cross-sectional study, an online questionnaire was administered to 13,037 high school graduates across Croatia. Result(s): The results show that girls exhibit higher levels of psychological distress compared to the boys, while the art school graduates show the highest distress, followed by gymnasium (i.e., secondary grammar school, prep school) graduates, and lastly vocational school graduates. Furthermore, a moderate negative correlation was found between self-efficacy and psychological distress, and significant, but small correlations were found between regulation of effort, management of work, time and environment, self-handicapping as well as elaboration and psychological distress. These results show that higher levels of self-regulation are connected to lower levels of psychological distress. Conclusion(s): These findings demonstrate that a need exists for greater accessibility of mental health care for adolescents.Copyright © 2022 The Authors. Published by Semmelweis University, Institute of Mental Health, Budapest.

Evaluation-Self-regulated Learning in Higher Education in a Digital Environment Under Vulnerable Conditions and Confinement Due to Covid-19

Education is one of the areas in which the trend toward using digital tools in educational processes and methodologies is increasingly unavoidable. In Mexico, the first internet connection occurred just over three decades ago. Since then, internet access has enabled the gradual advancement of education into the digital age. The Covid-19 pandemic has forcibly and massively challenged us to digitalize educational work. The present research is an experimental study of self-regulated learning in a higher-education digital environment with a group of first-year university students attending a private institution in northern Mexico. A study recommendation is that before implementing any strategy to develop self-regulated learning using digital tools and virtual environments, all significant contextual aspects that could affect the effectiveness of the intervention strategy must be considered. © 2022 Copyright held by the owner/author(s).

The influence of technology on self-determination: the case of self-regulated learning in an island university

The onset of the COVID-19 pandemic has forced the education sector worldwide, including higher education institutions, to adopt relevant measures for the continuity of teaching and learning while ensuring health safety. Using Self-determination Theory as a lens, this paper presents one of the findings of a developmental study on students' experiences on a flexible learning delivery model that is anchored on self-regulated learning, implemented in one of the island state universities in the Philippines during the academic year 2020–2021. Specifically, the paper reports one emergent finding: the enabling/supporting and limiting influence of technology on competence, autonomy, and relatedness. In this qualitative descriptive study, the researchers interviewed 45 pre-service teachers. Results revealed that technology has both enabling/supporting and limiting influence on competence, autonomy, and relatedness, implying that strategic and directed technology-related support and policies related thereto are imperative to succeed in self-regulated learning. The later section of the paper provides implications, reflections, and recommendations not only limited to the study context but also the future of self-regulated learning. © 2023 Informa UK Limited, trading as Taylor & Francis Group.

Students' online self-regulated learning and academic achievement: General effects of the COVID-19 pandemic

The present study aimed to propose a conceptual model of the general effects of the COVID-19 pandemic on the self-regulatory behavior of students learning online. The participants of the study included 350 students of Salman Farsi University of Kazerun who answered an electronic questionnaire from November 5 to November 24, 2020. This electronic questionnaire consisted of two tools: 1. COVID-19 General Impact Survey 2. Online Self-regulated Learning Questionnaire (OSLQ). The results of the structural equation modeling (SEM) showed that the goal orientation dimension has the highest mean (M=17.58) and the time management dimension has the lowest mean (M=10.18) among students. With the increase in negative academic outcomes and the decrease in students' psychological health during the COVID-19, their online self-regulated learning behaviors have also reduced. In addition, the COVID-19 had a negative and direct effect on online self-regulated learning behaviors in students. The results also showed that the greatest effect of the COVID-19 pandemic on the self-regulatory components of online learning was related to the time management component. As for academic achievement, the three dimensions of goal setting, environmental structure, and self-evaluation showed a positive and significant relationship with the average of two semesters of students. Finally, the overall effects of the COVID-19 could explain 11% of online self-regulatory learning behaviors in students. Implicit implications of these findings for education as well as suggestions for further research are discussed. © 2022 Polish Academy of Sciences. All rights reserved.