During the COVID-19 (coronavirus disease 2019) pandemic, universities had to shift from face-to-face to emergency remote education. Students were forced to study online, with limited access to ...facilities and less contact with peers and teachers, while at the same time being exposed to more autonomy. This study examined how students adapted to emergency remote learning, specifically focusing on students' resource-management strategies using an individual differences approach. One thousand eight hundred university students completed a questionnaire on their resource-management strategies and indicators of (un)successful adaptation to emergency remote learning. On average, students reported being less able to regulate their attention, effort, and time and less motivated compared to the situation before the crisis started; they also reported investing more time and effort in their self-study. Using a
-means cluster analysis, we identified four adaptation profiles and labeled them according to the reported changes in their resource-management strategies: the overwhelmed, the surrenderers, the maintainers, and the adapters. Both the overwhelmed and surrenderers appeared to be less able to regulate their effort, attention, and time and reported to be less motivated to study than before the crisis. In contrast, the adapters appreciated the increased level of autonomy and were better able to self-regulate their learning. The resource-management strategies of the maintainers remained relatively stable. Students' responses to open-answer questions on their educational experience, coded using a thematic analysis, were consistent with the quantitative profiles. Implications about how to support students in adapting to online learning are discussed.
Metacognition, or thinking about thinking, is a phenomenon that has received much attention across the numerous fields of Psychological Science. The overarching goal has centered on understanding how ...humans monitor their internal mental processes and exert control over these processes. However, discipline‐focused approaches with little generalized discussion across the field have yielded an incomplete understanding of the construct of metacognition. Consider, for example, the cognitive approach: from this perspective, researchers have developed predictive models and useful frameworks. Further, the field has produced sophisticated techniques to measure monitoring accuracy and define attributes that contribute to monitoring assessments and control process selection. However, the impact of this research has been relatively limited and isolated from metacognitive investigations that consider other important constructs such as motivation and affect. The approaches taken in subfields, such as educational psychology, emotion, and neuropsychology when combined with the cognitive approach, may result in a more complete picture and thorough understanding of metacognition. In this article, we present an argument that the study of metacognition should bridge the various subfields of psychological inquiry. We present a framework toward an integrative approach to understanding metacognition as a complementary process to meta‐affect and encourage researchers to consider the study of metacognition from a broader perspective.
This article is categorized under:
Psychology > Memory
Psychology > Emotion and Motivation
Meta‐Affect Meta‐Cognition (MAMC) Model of Task Engagement In this paper we proposal a new model that integrates metacognition with meta‐affective experiences. We suggest that metacognition and meta‐affect are intertwined as internal motivational states impact initial understand and evaluation of any cognitive task. How individuals choose to approach a task will be influenced by their initial goals and engagement, understanding of their own ability, understanding of how the context or situation may constrain their ability, and the processing resources they have available. These meta‐processes which unfold over time, are dynamic, and often cyclical. We may monitor ongoing learning, implement strategies achieve desired states of learning, and repeat.
The open learner model (OLM) represents the knowledge or skill levels of learners in various ways, encouraging learners to actively participate in thinking about and crafting their own learning. ...Despite the important roles that OLMs play in higher education to support the learning process and self-regulated learning (SRL) in particular, there are few studies systematically reviewing OLM technology in higher education, and investigating their potential to foster self-regulated learning. Therefore, we carried out a systematic review of a 30-year sample of OLM studies in higher education and identified 64 articles that study the use of OLMs in supporting SRL. Our findings show that OLMs have been mainly used to support learners' cognition and a bit less metacognition and motivation; however, emotional support has been rarely provided. The most supported ones are Appraisal and Performance phases; Preparation of learning is enhanced by OLMs not so often. Although learners can edit or negotiate with their learning model in advanced ways, a simple inspectable OLM is more preferred. Reliance on unobservable nodes is less favored in modeling techniques in OLMs because such methods are highly dependent on expert authoring, thereby time-intensive and costly. Comparison and color-coding are two most-used features in OLMs, where the comparison feature is often used for enhancing learners’ engagement and motivation.
•Among area of SRL, OLMs support cognition and then metacognition and motivation.•OLMs mostly ignore emotion area of SRL.•Preparation phase of SRL is largely neglected by OLMs.•Simple inspectable OLMs are more preferred than advanced OLMs.•OLM's challenge: presentation, transparency, granularity, control level, and theorizing.
As enrolments in online courses continue to increase, there is a need to understand how students can best apply self-regulated learning strategies to achieve academic success within the online ...environment. A search of relevant databases was conducted in December 2014 for studies published from 2004 to Dec 2014 examining SRL strategies as correlates of academic achievement in online higher education settings. From 12 studies, the strategies of time management, metacognition, effort regulation, and critical thinking were positively correlated with academic outcomes, whereas rehearsal, elaboration, and organisation had the least empirical support. Peer learning had a moderate positive effect, however its confidence intervals crossed zero. Although the contributors to achievement in traditional face-to-face settings appear to generalise to on-line context, these effects appear weaker and suggest that (1) they may be less effective, and (2) that other, currently unexplored factors may be more important in on-line contexts.
•Time management, metacognition, effort regulation & critical thinking predicted grade.•Rehearsal, elaboration and organisation were not related to online grade.•Peer learning should be prioritised in the context of online learning.•SRL strategy effects are weaker in the online context than in the traditional classroom.
It is often assumed that interventions aimed at supporting students’ self-regulated learning (SRL) are effective for improving achievement because these interventions support SRL activity. In this ...study, meta-analytic structural equation modeling (MASEM) was used to test whether SRL activity indeed mediates the effect of SRL interventions on achievement in higher education. Contrary to popular belief, the results only provide evidence for partial mediation. Furthermore, three separate meta-analyses were performed to investigate the role of possible moderators of the relations between: (1) SRL interventions and achievement, (2) SRL interventions and SRL activity, and (3) SRL activity and achievement. Although SRL interventions were effective in improving SRL activity and achievement, most of the study, measurement, and intervention moderators did not explain significant variance of the investigated effect sizes. Other factors, such as task motivation and time on task, potentially influence the effectiveness of SRL interventions. Practical, theoretical and methodological implications are provided.
•We review the effect of self-regulated learning (SRL) interventions on achievement.•SRL interventions are successful in improving achievement.•SRL activity only partially mediates the effect of SRL interventions on achievement.•Moderator analyses exploring variance in effectiveness were mostly insignificant.•Practitioners are advised to support learners' self-regulated learning.
•The Activity Theory is adopted as the coding framework for this systematic review.•Previous studies used various supporting ways and showed mixed results.•Supporting self-regulated learning in ...flipped classrooms needs a union of methods.•Both guidance and practice should be addressed to support self-regulated learning.•An instructional design model and a group of principles are proposed.
Self-regulated learning (SRL) has a positive effect on students’ academic achievement, especially in flipped classrooms which require students to take more responsibility for their learning progress. As the success of the flipped classroom approach highly depends on students’ SRL, an increasing number of studies have focused on implementing SRL supports in flipped classrooms. Using the activity theory as a coding framework, this systematic review contributes to the literature by investigating how previous studies have designed SRL supports for students in the flipped classroom context. Our analysis of 22 empirical articles indicates that mixed results were found from the previous studies’ SRL supporting methods during flipped learning on students’ academic performance and SRL development. Based on the review findings, we also provide suggestions for further research and propose an instructional model with a set of design principles for instructors who plan to implement effective SRL supports in flipped classrooms.
In recent years, the flipped classroom has become prevalent in many educational settings. Flipped classroom adopts a pedagogical model in which short video lectures are viewed by students at home ...before class so that the teacher can lead students to participate in activities, problem‐solving, and discussions. Yet the design or use of technology that employs planned instructional strategies with sustainable support of self‐regulation is scant. We propose a technology‐enhanced flipped language learning system (Flip2Learn) that provides facilitation and guidance for learning performance and self‐regulation. A quasi‐experimental study was carried out to examine whether Flip2Learn could enhance college students' self‐regulatory skills and later contribute to the learning performance in the flipped classrooms. The results showed that Flip2Learn not only better prepared students for flipped classrooms but also better promoted learning performance compared to the conventional flipped classrooms. The results of this research advanced our understanding of the dynamics of flipped classrooms and represented a revolutionary new approach to the technology‐enhanced learning for flipped classrooms.
Lay Description
What is currently known about the subject matter:
Flipped classroom has been implemented in various disciplines and across different educational levels.
Flipped classroom gives students more opportunities to participate in more interactive and higher‐order activities.
To fully participate in the flipped classroom, watching or listening to online materials is an essential part of flipped learning.
What this paper adds to this:
This study designed and implemented a technology‐enhanced flipped language learning system (Flip2Learn) with self‐regulated scaffolds to better acquaint students with flipped classrooms and to maximize the benefits of the flipped classroom.
Students exposed to Flip2Learn not only showed better self‐regulation skills, but also better readiness for subsequent flipped learning.
Results from this study demonstrated the feasibility of implementing the Flip2Learn approach to facilitate low prior knowledge students' learning performance.
The implications of study findings for practitioners:
Results from this study implied that learning mechanism incorporating hard and soft scaffolds provide students with instant help and guidance helps students avoid feelings of isolation or a lack of motivation to learn.
A focus on self-regulated learning can advance and deepen the learning in flipped classrooms.
Individuals with strong self-regulated learning (SRL) skills, characterized by the ability to plan, manage and control their learning process, can learn faster and outperform those with weaker SRL ...skills. SRL is critical in learning environments that provide low levels of support and guidance, as is commonly the case in Massive Open Online Courses (MOOCs). Learners can be trained to engage in SRL and actively supported with prompts and activities. However, effective implementation of learner support systems in MOOCs requires an understanding of which SRL strategies are most effective and how these strategies manifest in online behavior. Moreover, identifying learner characteristics that are predictive of weaker SRL skills can advance efforts to provide targeted support without obtrusive survey instruments. We investigated SRL in a sample of 4,831 learners across six MOOCs based on individual records of overall course achievement, interactions with course content, and survey responses. We found that goal setting and strategic planning predicted attainment of personal course goals, while help seeking was associated with lower goal attainment. Learners with stronger SRL skills were more likely to revisit previously studied course materials, especially course assessments. Several learner characteristics, including demographics and motivation, predicted learners’ SRL skills. We discuss implications for theory and the development of learning environments that provide adaptive support.
•Goal setting and strategic planning positively predict goal attainment in MOOCs.•Help seeking negatively predicts goal attainment, e.g., earning a certificate.•Self-reported SRL strategies manifest behaviorally in revisiting course content.•Learner characteristics (demographics, motivation, etc.) predict self-reported SRL.
This study investigates the relationship between socioeconomic status (SES), self-regulated learning strategies (SRLSs), and writing proficiency of complexity, accuracy, and fluency (CAF) in English ...as a second language writing learning context, using Bourdieu’s theory of social practice as a framework. This study’s conceptual model specifies that both SES and SRLS positively predict CAF, and SES moderates the relationship between SRLS and CAF. This study collected questionnaire data and argumentative writing samples from 381 Chinese university students and analyzed the data using partial correlation and structural equation modeling. The results showed that SES and SRLS were significantly related to complexity and accuracy but not to fluency. SES significantly moderated the relationship between SRLS and writing complexity and accuracy but not fluency. SES’s moderating effects on the relationship between SRLS and complexity and accuracy increased from low SES to middle SES to high SES. SES’s moderating effects on both SRLS’s and SRLS facets’ relation to fluency were complex and mostly nonsignificant. The implications of these findings are discussed, and limitations are noted. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)
In MOOCs, learners are typically presented with great autonomy over their learning process. Therefore, learners should engage in self-regulated learning (SRL) in order to successfully study in a ...MOOC. Learners however often struggle to self-regulate their learning. We implemented an SRL intervention in three MOOCs. The intervention consisted of three short videos containing SRL instruction and study suggestions to improve learners' SRL. We tested the effects of the SRL intervention on both learners' course completion as well as on learners' SRL. Learners' SRL was measured with trace data variables indicating SRL activity. The results showed that the intervention positively affected learners' course completion. Furthermore, the learners who complied with the intervention also engaged in more SRL activities compared to the learners in the control condition: learners who complied showed more metacognitive activities before learning (planning), help seeking, and persistence. Intervention compliance was however low. Further analyses exploring potential causes of the low intervention compliance were conducted. The great majority of learners who did not comply with the intervention dropped out of the MOOC before they encountered the implemented intervention. We conclude that the SRL intervention has been successful in supporting both learners' SRL as well as their course completion. Implications include the importance of supporting learners' SRL as well as the necessity to conduct further research on how to improve intervention compliance.
•Learners struggle to regulate their learning in massive open online courses (MOOCs).•A self-regulated learning (SRL) intervention was implemented in three MOOCs.•Learners' SRL was measured with trace data variables.•Intervention compliance was low due to learners' early course dropout.•Learners' SRL and course completion were improved by the SRL intervention.
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