Self-Regulated Learning (Education)

El presente trabajo muestra los avances de una investigación que se encuentra actualmente en curso en una escuela media de gestión privada de la Provincia de Buenos Aires. En el marco de la misma, se diseñó un dispositivo de evaluación que responde a los lineamientos de la evaluación formadora. La implementación del mismo involucra a los profesores de todas las asignaturas del primer y el segundo año de estudios. En el marco de este dispositivo de evaluación, se desarrollaron e implementaron diversas intervenciones didácticas centradas en el modelo de aprendizaje autorregulado y la evaluación formadora. Los resultados obtenidos hasta el momento, parecen afirmar la hipótesis de base respecto de la potencia didáctica de estas prácticas evaluativas y brindan evidencia que hace contribuciones a la comprensión de la relación entre la autorregulación y el aprendizaje.

E-learning, virtual learning and mixed reality techniques are now a global integral part of the academic and educational systems. They provide easier access to educational opportunities to a very wide spectrum of individuals to pursue their educational and qualification objectives. These modern techniques have the potentials to improve the quality of the teaching and learning process and elevate its performance to higher standards. Furthermore, e-learning in conjunction with mixed reality techniques can reduce the cost of higher education at both institutional and individual learner levels. In this paper, the focus will be on teaching-learning of applied science such as engineering. These studies demand special requirements, such as acquiring specific technical skills and practices through training. In this paper is the explanation and design of remote laboratories in mixed-reality mode. Decision making and evaluation of performance using fuzzy logic will be embedded in the proposed design.

Online learning often requires learners to be self-directed and engaged. The present study examined students’ self-regulatory behaviors in online video-based learning environments. Using an experimental design, this study investigated the effects of a newly designed enhanced video learning environment, which was designed to support or scaffold students’ self-regulated or self-directed learning on students’ learning behaviors and outcomes. In addition, correspondence between students’ self-regulation strategies in traditional learning environments and observed self-regulated learning behaviors in the enhanced video environment were examined. A cross-sectional experimental research design with systematic random assignment of participants to either the control condition (common video) or the experimental condition (enhanced video) was utilized. Undergraduate and graduate students participated in the study (N = 80). Study results indicate that the newly designed enhanced video learning environment was a superior instructional tool than the common video learning environment in terms students’ learning performance. In addition, there was correspondence between graduate students’ self-reported self-regulation and observed self-regulation, with those high on seeking/learning information and managing their environment/behavior more likely to engage more in interactive note-taking.

Resumen El aprendizaje y la enseñanza de habilidades y competencias necesarias para vivir y desarrollarse plenamente en la sociedad actual y de cara al futuro se han transformado en el motor de cambio en materia de educación a nivel mundial. Iniciativas, como la Agenda 2030 de la Organización de las Naciones Unidas se replican en los diferentes países de América Latina y el Caribe e impactan en las comunidades de investigadores y educadores, así como en los decisores de políticas educativas. En este contexto de cambios, la reflexión en torno a los roles y funciones de la evaluación se torna indispensable. No es posible cambiar la forma de aprender y enseñar sin modificar la evaluación en sus dimensiones tanto social o calificadora como pedagógica o promotora de aprendizajes. No obstante, la supremacía de espacios destinados al debate y a la actualización didáctico disciplinar en materia de curricula, utilización de nuevas tecnología e innovación metodológica, entre otros por sobre aquellos destinados a pensar los procesos evaluativos que acompañan estos cambios pareciera promover una cierta disociación entre las prácticas de enseñanza y las de evaluación, como si no fueran parte de un continuo. El objetivo principal de este taller es generar un espacio de reflexión dialógica a partir del cual explicitar y por qué no, movilizar nuestras concepciones en relación con el proceso evaluativo y hacerlas dialogar con las propuestas actuales de evaluación formativa y formadora para construir estrategias, actividades e instrumentos de aplicación real en el aula. Palabras clave: Evaluación formativa, evaluar para aprender, competencias y habilidades siglo XXI, propuestas para el aula.

This quantitative descriptive-correlation study aims to explore the level of productivity of senior high school students in J.V. Ferriols National High School, particularly in
implementing the new normal learning of self-learning modules as an alternative
delivery modality during this pandemic. Additionally, the study aimed to discern the
students’ level of productivity by connecting the correlation between the number of
activities that they’ve taken, the number of hours they spent on answering their
modules, and their total average grade for the 1st quarter of S.Y. 2021–2022. This
study will also show how the result of their inconstant productivity (the number of
answered modules over several hours spent) affects their grade, and the insights will
help them understand how they should resolve and improve themselves in the next
few quarters.

(published in: SAGE, Encyclopedia of Educational Theory and Philosophy 2014)

The American teacher Helen Parkhurst (1886-1973) developed at the beginning of the twentieth century the Dalton Plan to reform the then current pedagogics and the then usual manner of classroom management.

أقدم للطلاب في هذا الكتاب مهارات التعلم الذاتي  وهي عبارة عن محاضرات عامة قدمتها للطالبات بجامعة الملك سعود.  تعريف التعلم الذاتي، لماذا نحتاج التعلم الذاتي، مبررات التعلم الذاتي، لماذا نحتاج مهارات التعلم الذاتي، مهارات التعليم الذاتي وتشمل: المهارات القرائية والفهم للتعلم الذاتي، المهارات الكتابية للتعلم الذاتي، مهارات التدوين من المصادر المسموعة والمكتوبة، مهارات عقلية ومهارات تفكير مطلوبة للتعلم الذاتي، ومهارات توثيق المعلومات ومهارات البحث عن المعلومات. ولقد حاولت أن استخدم أسلوبا مبسطا في العرض وابتعدت عن التطويل والشرح وحاولت أن أوجز وأقدم الأفكار على هيئة رؤوس أقلام  حتى تكون سهلة الاستيعاب والفهم. وفي حالة وجود استفسارات أو الرغبة في أن أضيف موضوعا، أرجو مراسلتي على بريدي الخاص في الفيسبوك.

The concept of lifelong learning has been on the minds of many educators for several decades. In order to be a lifelong learner, one must possess the skills and competencies to pursue one’s own self-education. Such skills and competencies are often referred to as self-directed learning (SDL) skills. SDL skills are a set of abilities and characteristics that include taking responsibility for one’s own learning, being motivated to learn and allocate time for learning, being able to find and manage information, assess learning outcomes and/or learning resources, and applying learning strategies to one’s own learning. This exploratory study was conducted to investigate the current situation concerning SDL in Kazakhstani high schools for talented and gifted pupils and to determine the current level SDL skills of both high-school students and teachers. For this purpose, the Self-Directed Learning Skills Scale (SDLSS), developed by Ayyildiz and Tarhan (2015), was adapted to the Kazakhstani context. Twenty-one schools for talented and gifted children located in all regions of Kazakhstan were chosen for this study, and a survey questionnaire was administered to a sample of educators (N = 661) and high-school students (N = 205). The results showed that the students’ scored lower on SDL skills in comparison to educators. The difference was found to be significant and the effect size modest. It was also found that females (students and educators combined) scored higher on several SDL skills than males. The least developed SDL skill for both respondent groups was the ability to manage information. These results suggest that educational leaders should strive to create learning conditions that are conducive to the development of SDL skills in secondary schools by providing the necessary training where the focus is on students and teachers acquiring the skills that enhance their abilities to set their own learning objectives, manage incoming information, assess resources and learning outcomes, and utilize learning strategies.

ABSTRACT

Mathematics education experts elaborate that motivational, meta-cognitive, and behavioral processes are as important as cognitive processes of students’ mathematics learning. These processes embodied the students’ self-regulated learning. Hence, this study looked into the self-regulated learning strategies, multiple intelligences, and academic mathematics performance of high and low self-regulated learners. The respondents of the study were grade 10 students comprised of fifteen (15) high self-regulated and fifteen (15) low self-regulated learners of Bulak National High School, in the Cebu Province Division for school year 2016- 2017.
A qualitative method was used to delve into the different self-regulated strategies of high and low self-regulated learners. A Pearson Correlation using SPSS 23.0 also unravel the significant correlation between high level of academic self-regulation and logical/ mathematical intelligence, as well as the academic mathematics performance.
It was found out that students with high self-regulation utilized higher frequencies of self-regulation strategies compared to their low self-regulated peers. The learners’ high level of self- regulation has also significant relationship with logical/ mathematical intelligence, and high academic performance in mathematics. Thus, high self-regulated learners have used powerful self-regulated strategies in regulating their learning to attain high academic mathematics performance. These strategies involve Meta-cognitive (Self- Evaluation), Motivational (Goal Setting and Planning, Rehearsing and Memorizing, Organizing and Transforming), and Behavioral (Environmental and Structuring) processes of self-regulated learning.
Key words: Self- regulated learning strategies, multiple intelligences, academic math performance,
Self-regulation

This was a presentation I did at ACCESS, a higher-ed conference for Christian Schools working in online education. The presentation was focused on strategies for promoting self-regulated learning in the online classroom. The attached link references the research, lecture notes, and PowerPoint used in the presentation.

This is a bibliography containing references that are about or related to the field of Metacognition research and scholarship. It contains over 1000 references in this, its first iteration. It also has a foreword in which I ask users to read and act on as the consider appropriate. I hope readers find it useful and, please, feel free to distribute as you like.

In this modern world technology is expanding in each and every sector of society. And growth of technology in education system is important which has led to growth and more use of e-learning via different websites. E-learning helps student to access and store data virtually so that it can be easily used irrespective of someone's location. Through this various elearning portals it becomes easier for teacher to provide data to a lot of students remotely. Technology used to design this elearning site is python and django.It will allow new user to register them self and existing one can login using their respective ids and password. Teacher can easily interact with students using this e learning platform and also track student performance by organizing various quizzes. Users can also enrollee in different courses at a same time and can view the different content available on site easily. This project helps students to enrollee in various free courses and learns new skills by taking a course of their choice .The main focus of this project is not only to provide free courses to students but also to provide a platform to teachers where they can teach many students and provide them knowledge regarding a particular course.

Persekitaran keluarga adalah salah satu persekitaran sosial yang mempengaruhi perkembangan konsep kendiri anak-anak khususnya remaja atau pelajar. Kajian ini bertujuan untuk mengenalpasti kepentingan pengaruh persekitaran keluarga terhadap pembentukan konsep kendiri dalam kalangan pelajar. Kajian ini berbentuk kajian tinjauan dan melibatkan seramai 220 orang pelajar tingkatan empat di enam buah sekolah menengah dalam daerah Serian. Kajian ini menggunakan analisis deskriptif iaitu bagi mendapatkan min dan sisihan piawaian manakala analisis inferensi adalah Ujian-t dan Korelasi Pearson dengan menggunakan perisian Statistikal Package For Social Science (SPSS) versi 22. Hasil dapatan menunjukkan tahap persekitaran keluarga dan konsep kendiri adalah berada pada tahap sederhana manakala dapatan bagi perbezaan persekitaran keluarga dalam membentuk konsep kendiri dalam kalangan pelajar berdasarkan jantina menunjukkan terdapatnya perbezaan. Dari segi hubungan persekitaran keluarga dan konsep kendiri mendapati terdapat hubungan yang signifikan antara kedua-duanya. Bagi membina konsep kendiri positif dalam kalangan pelajar, persekitaran keluarga yang memfokuskan ibubapa menjadi pemangkin ke arah pembinaan keperibadian yang cemerlang. Para pelajar mampu membuat pilihan, berfikir malah membuat sebarang keputusan berlandaskan keyakinan diri yang terbina atas dasar konsep kendiri. Hasil kajian ini mencadangkan ibubapa menjadi role model kepada anak-anak. Selain itu, peranan pihak sekolah terutamanya guru kaunseling perlu menggunakan pendekatan yang sesuai untuk mendekati pelajar dan menyelami masalah pelajar yang bermasalah. Setiap peranan yang dimainkan membantu ke arah membina konsep kendiri pelajar yang positif dan unggul. Kata kunci: Persekitaran keluarga, Konsep Kendiri PENGENALAN Konsep kendiri menjadi tunjang kepada pembinaan personaliti dan kepribadian pelajar. Perkembangan keperibadian pelajar dikaitkan dengan elemen persekitaran. Persekitaran yang penting dalam memberi kesan mendalam kepada kehidupan pelajar adalah keluarga mereka. Pengaruh persekitaran sosial yang merujuk kepada persekitaran keluarga merupakan pengaruh yang kuat terhadap pembentukan konsep kendiri pelajar kerana didikkan serta keprihatinan keluarga menjadi asas kepada pembinaan keperibadian pelajar yang unggul. Persekitaran yang paling hampir dengan kehidupan pelajar adalah keluarga mereka sendiri. Ini kerana keluarga merupakan satu institusi yang memainkan peranan utama dalam

DRAFT

The ease, with which nonsense theories take root and flourish in education, is rather surprising and disquieting. A popular remedy is evidence-based or evidence-informed education: education should not be based on convictions or myths, but on real science. However, this remedy is only practicable when teachers and other professionals in the field of education are able to distinguish, in specific cases, between real science and pseudo-science. We will examine this with respect to the theory of Multiple Intelligences. Is applying the theory of Multiple Intelligences in education evidence-informed? What is required in order to determine if that is so ? The case of Multiple Intelligences shows how difficult and troublesome it can be to discriminate between science and pseudo-science. In any case, it presupposes three kinds of competences: familiarity with searching, finding and reading scientific literature and research reports, familiarity  with quantitative and qualitative research methodology and familiarity with the philosopy of science. Obviously, this will have consequences for teacher education.

This research investigates the relationship between self‑regulated learning awareness, procrastination, and learning behaviors in a blended learning environment. Participants included 179 first‑grade university students attending a blended learning-style class that used a learning management system. Data were collected using questionnaires on participants’ self-regulated learning awareness, academic behavior awareness for procrastination, and a datalog on the timeliness of their report submissions to quantify learning behaviors. Participants answered both pre- and post-class questionnaires. As regards learning behaviors, report and one‑minute paper submission time values were collected using the learning management system. The results revealed that internal value, self-regulation, and procrastination are fundamental elements that enhance the awareness of time management for planned learning. Positive time management awareness promotes the submission of the one-minute paper report within the deadline and of the regular report early.

This research aims to investigate the relationship among the awareness of self-regulated learning (SRL), procrastination,
and learning behaviors in blended learning environment. One hundred seventy nine freshmen participated in this
research, conducted in the blended learning style class using learning management system. Data collection was conducted
in two ways; questionnaires for SRL scale “Motivated Strategies for Learning Questionnaire” (Pintrich and DeGroot,
1990), and procrastination, and data log for learning behavior (report submission time). Students were asked to take the
questionnaires in both pre and post class. As for learning behaviors, report submission time and one-minute paper
submission time were collected using learning management system. The results revealed that internal value,
self-regulation, and procrastination were fundamental elements that enhance the awareness of time management for
learning plan, and positive time management awareness promoted to submit one-minute paper report within deadline, and
regular report early.

The Dalton Plan is often considered to be a version of the Montessori Method: as if the theory and practice of the Italian education reformer were the guiding force in Parkhurst’s educational reform. This is a misconception. As an educational practice, the Dalton Plan developed independently from Montessori. It was practically ready when Parkhurst first came into contact with her.  It is, however, plausible that Parkhurst was influenced by Montessori as to the theoretical justification of the Dalton Plan. In the years prior to writing Education on the Dalton Plan, Parkhurst was intensively involved with Montessori’s work and that she had great respect for her expertise and talent.

Nowhere in her book, has Parkhurst referred to Maria Montessori (1870-1952). Their collaboration between 1915 and 1918 is only mentioned indirectly.  Such step-motherly treatment fails to do justice to the collaboration, nor does it do justice to the kinship of their ideas.  We shall compare the approaches of Montessori and Parkhurst with regard to three crucial points: individual work, individual choice and the role of the teacher. Then we shall examine how elementary ideas of Parkhurst’s relate to Montessori’s thought and practice. But first we shall briefly sketch the flirtation between Parkhurst and Montessori.

Self-regulated learning (SRL) includes the cognitive, metacognitive, behavioral, motivational, and emotional/affective aspects of learning. It is, therefore, an extraordinary umbrella under which a considerable number of variables that influence learning (e.g., self-efficacy, volition, cognitive strategies) are studied within a comprehensive and holistic approach. For that reason, SRL has become one of the most important areas of research within educational psychology. In this paper, six models of SRL are analyzed and compared; that is, Zimmerman; Boekaerts; Winne and Hadwin; Pintrich; Efklides; and Hadwin, Järvelä and Miller. First, each model is explored in detail in the following aspects: (a) history and development, (b) description of the model (including the model figures), (c) empirical support, and (d) instruments constructed based on the model. Then, the models are compared in a number of aspects: (a) citations, (b) phases and subprocesses, (c) how they conceptualize (meta)cognition, motivation and emotion, (d) top–down/bottom–up, (e) automaticity, and (f) context. In the discussion, the empirical evidence from the existing SRL meta-analyses is examined and implications for education are extracted. Further, four future lines of research are proposed. The review reaches two main conclusions. First, the SRL models form an integrative and coherent framework from which to conduct research and on which students can be taught to be more strategic and successful. Second, based on the available meta-analytic evidence, there are differential effects of SRL models in light of differences in students’ developmental stages or educational levels. Thus, scholars and teachers need to start applying these differential effects of the SRL models and theories to enhance students’ learning and SRL skills.

In this short film, we overview the potential of literacy centres and stations to empower children to self-regulate their learning, differentiate learning and teaching, and extend and deepen content areas learning.  Link to film: https://youtu.be/MJaSLEnfbdU.

ISBN: 978-1-988804-07-1.

The changing educational context and dynamic needs around increasing online learning at all education levels highlight the importance of self-directed learning. In this regard, self-directed learning, which involves both a process and student characteristic, relates to the students taking charge of their learning in terms of setting aims, choosing material or human resources, choosing appropriate learning strategies and evaluating their learning. This chapter involves a systematic literature review that explores research on self-directed learning at school and higher education within the African context. This concept, despite the origins of the scholarship of self-directed learning being from the Global North and the West, is more expansive and, this chapter specifically aims to give an overview of the current discourses around self-directed learning in Africa. This chapter critically examined key literature regarding self-directed learning in this milieu and inductively identified general trends. Despite self-directed learning's focus on the individual, it seems to be a very appropriate learning process towards communal learning utilising cooperative learning strategies that support self-directed learning. Finally, the chapter provides a synthesis of the main trends around self-directed learning in Africa while identifying certain areas for future research.

A systematic review of 38 primary research peer-reviewed articles, drawn from six databases and spanning from January 2007 to January 2019, was conducted to determine the principle information that they collectively offered on the relationship between mobile learning (m-learning) and self-regulated learning (SRL). In answering the research questions posed, a synthesis of the following 12 key elements was undertaken: (1) research aims, (2) research methodologies, (3) outcomes, (4) education discipline areas, (5) educational levels, (6) educational contexts, (7) geographic location, (8) time frame, (9) type of device, (10) m-learning and SRL definitions, (11) theoretical models, and (12) m-learning, self-regulation (SR), and SRL variable measurement instruments. The frequency of studies on the relationship between m-learning and SRL increased in more recent years, as did the types of devices used in these studies. More than three quarters of the studies concluded that m-learning enhan...

This paper reviews current known issues in student self-assessment (SSA) and identifies five topics that need further research: (1) SSA typologies, (2) accuracy, (3) role of expertise, (4) SSA and teacher/curricular expectations, and (5) effects of SSA for different students. Five SSA typologies were identified showing that there are different conceptions on the SSA components but the field still uses SSA quite uniformly. A significant amount of research has been devoted to SSA accuracy, and there is a great deal we know about it. Factors that influence accuracy and implications for teaching are examined, with consideration that students’ expertise on the task at hand might be an important prerequisite for accurate self-assessment. Additionally, the idea that SSA should also consider the students’ expectations about their learning is reflected upon. Finally, we explored how SSA works for different types of students and the challenges of helping lower performers. This paper sheds light on SSA research needs to address the known unknowns in this field.

The purpose of this chapter is, as a self-regulated learning tool, to focus on digital storytelling by uncovering relationship between digital storytelling and self-regulated learning process/based on research findings made in the its field. Within this focus, firstly, concept of digital storytelling was theoretically addressed; researches made in learning-teaching for use have been presented; later, self-regulated learning processes and strategies have been defined and given examples. Finally, research findings on the use of digital stories as self-regulated learning tools have been shared.