Search results

The purpose of this study was to investigate the effect of self-regulated programming learning on undergraduate students’ academic performance and motivation compared to traditional methods.

This study was conducted with an explanatory sequential mixed method. Participants consist of 31 undergraduate students studying in the department of computer and instructional technologies education. The students were separated into two groups as experimental (n = 15) and control (n = 16) in the robotic programming course. Academic performance tests, programming motivation scale and interview form were used as data collection tools. After collecting quantitative data, interviews were conducted with the students regarding their academic performance and motivation.

The results indicated that the self-regulated programming learning process can contribute positively to students’ academic performance and motivation compared to traditional methods. Students stated that self-regulated learning strategies can positively affect their academic performance and motivation.

In this study, a self-regulated learning support system was designed to encourage students to use self-regulated learning strategies. This study has the potential to contribute to the gap in the literature, especially as a study of adapting the phased model of self-regulated learning to programming teaching. Instructors can use the self-regulating programming learning framework by adapting it to different disciplines.

This study aims to investigate which a priori factors documented in the literature and new factors that influence employees’ self-regulated microlearning behavior and the utilization of internal microlearning platforms in organizations.

The authors conducted a single-case study on a Swedish retail group that had developed an internally-built microlearning platform, collecting data through semistructured interviews with 13 informants.

The authors have identified eight factors that affect employees’ self-regulated microlearning processes. In addition to confirming the presence of five factors from previous research, the authors have discovered the influence of three new factors on self-regulated learning. These new factors are prioritization, other learning platforms and relevant content.

The study conducted a unique investigation into the factors influencing employees’ self-regulated learning strategies and their impact on the utilization of microlearning platforms. Previous research has given limited attention to this research topic and associated questions, making this study a valuable contribution.

This study explores a conceptual framework that addresses a school principal's self-regulated learning (SPSRL) as well as possible avenues for future conceptualization of, and research into this issue.

The conceptual framework of SPSRL is based on an extensive literature review of the research on student’s and teacher’s self-regulated learning models.

A novel conceptual and practical SPSRL framework for planning, performing, monitoring and self-reflection is elaborated.

This novel SPSRL conceptual framework provides school principals with a means to shape and develop processes, strategies and structures to monitor and evaluate their learning, enabling them to react effectively in uncertain and dynamic environments. This framework may open the way to future research into possible contributions of the SPSRL construct with other variables related to principal effectiveness. The suggested framework should be examined empirically in various sociocultural contexts, possibly substantiating its conceptual validity.

The SPSRL conceptual framework can improve school learning, which might connect the individual (the school principal) and organizational (teachers) learning levels.

This paper aims to identify ways to establish an information system to aid users to enhance the effectiveness of self-regulated learning and solve the problem of learning domain unawareness. Many libraries are spacious and with a rich collection of books, the problem a newcomer may encounter in the wide library is spatial unawareness. In addition, people new to a particular field of study often encounter the problem of learning domain unawareness.

This paper presents an overview of self-regulated learning theory first. We realize the essential principles of self-regulated learning model in the library and developed a learning system that utilizes the concept of combining mobile augmented reality (AR), indoor navigation and data mining algorithms.

The proposed NO Donkey E-learning (NODE) system utilizes AR and innovative indoor positioning technology to fulfil the goal of navigation inside a library and solve the problems of spatial and learning domain unawareness. On the one hand, the system allows peers to communicate asynchronously to create a cloud-based information sharing community; the dual-track terminal (the website and the app interfaces) in the system could provide both educational functionalities and mobility for readers. On the other hand, AR navigation function integrates the information of reading paths, the real-space locations, real-time dynamic information, book introductions and readers’ comments to help readers have access to the topic-related books efficiently.

We found that although the library provides the floor plan and signs, such passive and fixed indication may cause spatial unawareness. People need system to show the bookshelf location and dynamic direction indicators when they walk in the wide library. However, most existing library information systems only provide readers with the function of book search, including which floor the book is on, call number and check-out status. In this sense, we propose that self-regulated learning theory integrated the new innovation technology is the solution for the above issues.

The system developed in this study, while viewing the real scenes inside the library through camera lens, provides related virtual educational information services and learning paths on screen and guides the public to do systematic self-regulated learning. With the functions of the “learning topic” and “knowledge sharing”, the learning system promotes the general public to self-monitor their learning progress and to use the sharing mechanism as the system structure to solve the two main problems of spatial unawareness and domain unawareness in learning in libraries, creating a truly innovative people-centred library information system.

The aims of this study were (1) to examine the relationships among achievement goals, self-concept, learning strategies and self-regulation for post-secondary Indigenous Australian and Native American students and (2) to investigate whether the relationships among these key variables were similar or different for the two groups.

Students from the two Indigenous groups answered questionnaires assessing the relevant variables. Structural equation modelling (SEM) was used to analyse the data. Structure-oriented analysis was used to compare the two groups in terms of the strengths of the pathways, while level-oriented analysis was used to compare mean level differences.

Self-concept was found to positively predict deep learning and self-regulated learning, and these effects were mediated by achievement goals. Students who pursued mastery and social goals had more positive educational outcomes. Both structure and level-oriented differences were found.

Drawing on two distinct research traditions – self-concept and achievement goals – this study explored the synergies between these two perspectives and showed how the key constructs drawn from each framework were associated with successful learning.

To improve learning outcomes, interventions may need to target students’ self-concept, mastery-oriented and socially oriented motivations.

Supporting Indigenous students in their post-secondary education is an imperative. Psychologists have important insights to offer that can help achieve this noble aim.

Research on Indigenous students has mostly adopted a deficiency model. In contrast, this study takes an explicitly positive perspective on Indigenous student success by focusing on the active psychological ingredients that facilitate successful learning.

The purpose of this paper is to address the intersection of two important areas related to employee development: mindsets and self-regulated learning. These concepts suggest opportunities for managerial influence over employee behavior which may ultimately enhance organizational culture and functioning.

The concepts of mindsets and self-regulated learning are connected in such a way as to yield some managerial approaches to generate positive outcomes for organizations. A brief summary of the relevant literature provides a base for the positive organizational outcomes that may be obtained through a manager’s combined understanding of these two concepts.

Understanding how the concepts of mindsets and self-regulated learning are related can provide managers with tools to be used in encouraging employees toward a strengthened ability to learn, adapt, and become more valuable to the organization.

Useful approaches to boosting employees’ inclination to learn, adapt, change, and improve performance are developed from existing academic research.

As a response to the COVID-19 pandemic, both educators and students adapted to course delivery modes no longer centered on in-person interactions. Resiliency and self-regulation are key to success in online contexts, but the rapid transition to remote learning left many students without the necessary support to develop these skills. Much of the existing literature on self-regulation and resiliency focuses on cognitive processes and strategies such as goal orientation, time management, and mindset. However, the added stress and trauma of learning in the context of a global pandemic highlighted the many other factors relevant to students’ development of these skills. Drawing from the literature, the authors explore evidence-informed teaching practices to foster self-regulation and resiliency, highlight the power and privilege of being able to be resilient, advocate for the development of pedagogies of kindness, and emphasize the “how” of implementing techniques to best support students. The authors provide evidence-informed suggestions with the goal of assisting instructors and students during times of high stress, while acknowledging their limitations in addressing structural inequalities highlighted by the COVID-19 pandemic. Nonetheless, the authors argue that evidence-informed techniques and compassionate pedagogies adopted during a period of upheaval remain applicable to future in-person and online pedagogies.

Self-regulated learning (SRL) is crucial for successful learning and lifelong learning in today’s rapidly changing world, yet research has shown that many learners need support for SRL. Recently, learning analytics has offered exciting opportunities for better understanding and supporting SRL. However, substantial endeavors are still needed not only to detect learners’ SRL processes but also to incorporate human values, individual needs and goals into the design and development of self-regulated learning analytics (SRLA). This paper aims to examine the challenges that lifelong learners faced in SRL, their needs and desirable features for SRLA.

This study triangulated data collected from three groups of educational stakeholders: focus group discussions with lifelong learners (n = 27); five teacher interviews and four expert evaluations. The groups of two or three learners discussed perceived challenges, support needs and willing-to-share data contextualized in each phase of SRL.

Lifelong learners in professional development programs face challenges in managing their learning time and motivation, and support for time management and motivation can improve their SRL. This paper proposed and evaluated a set of design principles for SRLA.

This paper presents a novel approach for theory-driven participatory design with multistakeholders that involves integrating learners, teachers and experts’ perspectives for designing SRLA. The results of the study will answer the questions of how learners’ voices can be integrated into the design process of SRLA and offer a set the design principles for the future development of SRLA.