Online vs. classroom learning : examining motivational and self-regulated learning strategies among vocational education and training students

Ajut RecerCaixa 2017ACUP00129Numerous studies have been conducted to explore students' employment of motivational and self-regulated learning strategies (SRL). Research highlights the importance of having motivated students equipped with strategies that help them self-regulate their learning, this being highly important when learning is acquired through online learning programs. Nonetheless, such research has been scarce with Vocational Education and Training (VET) students; this is the gap in the literature this paper aims to address. The article analyzes the degree to which VET students employ motivational and SRL strategies by comparing them according to the learning mode chosen. To achieve this, a quantitative approach was adopted to carry out a cross-sectional study. A total of 577 first-year VET students responded to an online questionnaire based on some of the motivational and SRL strategies scale included in Pintrich's model. Statistical analyses were applied to test two hypotheses. Pintrich's model was validated through a confirmatory factor analysis considering its application to Catalan VET students for the first time. The results reveal significant differences between classroom and online students in terms of levels of metacognitive self-regulation and effort regulation when starting a VET program. However, this difference might not be entirely explained by the learning mode chosen. The findings of this study will provide VET researchers and practitioners with a greater understanding of their students' characteristics when starting the program and the means to develop strategies that ensure their engagement throughout the course

Understanding Self-regulated Learning

Over the past few decades, self-regulated learning (SRL) has been an area of research that continues to grow in importance due to its strong relationship with academic success (Zimmerman, Bandura, & Martinez-Pons, 1992; Zimmerman & Kitsantas, 1997). Its early development arose through the metacognitive and social-cognitive literature with research geared towards a better understanding of successful learning. Over the years, confusion has grown over the conceptual definition of SRL, leading to a vast array of literature researching many of its sub-components and processes of metacognition and motivation. Two researchers in the area of SRL, Pintrich (1999, 2000, 2004) and Zimmerman (1989, 2000, 2002), have greatly contributed to our current understanding. Through their writings, a conceptual model was developed to include multiple assumptions, phases, and domains. Studies exploring individual differences have led to the challenging task of developing a measure of SRL. The two most popular questionnaires are the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich, Smith, Garcia, & McKeachie, 1991) and the Learning and Study Strategies Inventory (Weinstein & Palmer, 2002). With an increase in online learning, the Online Self-regulated Learning Questionnaire (OSLQ; Barnard, Lan, To, Paton, & Lai, 2009) was developed to measure SRL in the online environment. Barnard-Brak, Lan, and Paton (2010) using the OSLQ identified five profiles of SRL and related these profiles to academic success. This current study set out to replicate the design and findings of Barnard-Brak et al. (2010) in a traditional university setting with 477 students of traditional age attending online classes. Additionally, the current study explored the possible relationship of age, level of education, online learning experience, and online comfort with the identified self-regulated learning profiles. While the current study did not find the same five profiles, four profiles were found that demonstrate that students use varying levels of the skills associated with SRL. Relationships were not found between the four profiles and academic success, age, level of education, or online experience. Level of comfort of the online environment appeared to have an impact on profile membership as did gender

Self regulated learning in flipped classrooms: A systematic literature review

The flipped classroom is considered an instructional strategy and a type of blended learning instruction that focused on active learning and student engagement. Over the years, flipped classroom studies have focused more on the advantages and challenges of flipped instruction and its effectiveness, but little is known about the state of self-regulation in flipped classrooms. This study investigates the self-regulation strategies as well as the supports proposed for self-regulated learning in flipped classrooms. Findings show that relatively few studies have focused on self-regulated learning in flipped classrooms compared to the overall research and publication productivity in flipped classrooms. Also, the existing solutions and supports have only focused on either self-regulation or online help-seeking, but have not focused on other specific types of self-regulation strategies. Our study proposed some future research recommendations in flipped classrooms

Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1)

School attendance is an important foundational competency for children and adolescents, and school absenteeism has been linked to myriad short- and long-term negative consequences, even into adulthood. Many efforts have been made to conceptualize and address this population across various categories and dimensions of functioning and across multiple disciplines, resulting in both a rich literature base and a splintered view regarding this population. This article (Part 1 of 2) reviews and critiques key categorical and dimensional approaches to conceptualizing school attendance and school absenteeism, with an eye toward reconciling these approaches (Part 2 of 2) to develop a roadmap for preventative and intervention strategies, early warning systems and nimble response, global policy review, dissemination and implementation, and adaptations to future changes in education and technology. This article sets the stage for a discussion of a multidimensional, multi-tiered system of supports pyramid model as a heuristic framework for conceptualizing the manifold aspects of school attendance and school absenteeism

Nursing students’ motivation regulation strategies in blended learning: A qualitative study

Although there is a strong body of evidence showing that motivational factors are critical components of self‐regulated professional learning and commitment to work, little is known about nursing students' motivation regulation during their studies. The aim of this study was to gain a deeper understanding of nursing students' motivation regulation (MR) strategies and factors contributing to their reported use along their 3‐year study path in a blended learning environment. A purposeful sampling was used to select 12 undergraduate nursing students, who exhibited different MR profiles and had completed almost 3 years of study in a BL degree program. A qualitative, deductive, content analysis was used to depict students' experiences from their retrospective recollection in the interview situation. Seven motivation strategies were identified: environmental structuring, self‐consequating, goal‐oriented self‐talk, efficacy management, emotion regulation, regulation of value, and interest enhancement. Individual and situational factors were found to enhance and to sustain the use of appropriate MR strategies. The students exhibited versatility in their use of MR strategies, which were related to the study phase. These findings regarding nursing students' MR strategies should be considered in the development of nursing education programs and the implementation of improvements that contribute to professional and self‐regulated learning in BL programs.Peer reviewe

Self-Regulated Learning in a Pandemic: Implementing the SEE Framework in an Online Teaching Environment

Self-regulated learning (SRL) is a cyclical process that motivates students and facilitates achievement in a variety of domains (Wang, 2013). It entails several processes, such as planning, setting goals, using learning strategies, self-monitoring, reflecting, and holding adaptive motivational beliefs. Moreover, SRL can be developed through interventions and classroom practices. However, there is a shortage of trained interventionists. Teachers can also use a variety of classroom practices to develop students’ SRL skills. A framework of practices, known as the Settings, Events, and Exchanges (SEE) framework, was developed to organize these classroom practices for teachers (Callan et al., 2020). The practices in this framework include (a) the creation of a setting that is conducive to SRL, (b) student-teacher exchanges that facilitate the development of SRL, and (c) events that allow students the chance to reflect on their learning. Specifically, teachers can foster effective learning settings by developing supportive student-teacher relationships, implementing routines and clear participation structures, providing collaborative learning opportunities, and encouraging the use of adaptive help-seeking strategies. Exchanges that support SRL include the use of explicit instructions, modeling, SRL feedback, prompts, and connections made between the use of SRL strategies and academic success. Finally, events that can facilitate SRL include multiple opportunities to succeed, long-term learning opportunities, tasks that are both at an appropriate challenge level as well as supportive of student autonomy, self-assessment, peer co-learning, and the use of SRL worksheets (Callan et al., 2020). The SEE framework was developed to support SRL development in traditional, in person classrooms. In light of the fact that online learning elicits a greater need for SRL, the purpose of this presentation is to examine which SEE framework practices do and do not have empirical support within online learning environments. Doing so provides practical support for teachers and identifies research gaps for researchers

LEARNING OUTCOMES IN ONLINE AND DISTANCE LEARNING: A STUDY OF LEARNERS’ EXPERIENCE

ODL institutions have often been seen as possessing an innovative and technology-driven delivery approach in teaching and learning practices. The key is in the online delivery of instruction for working learners. Online delivery would require e-tutoring and the use of learning materials to faciltate instruction across diverse groups of learners in a ubiquitous learning environment. This study focuses on Open University Malaysia’s approach in leveraging online learning for its stakeholders via its academic programmes. This study attempts to ascertain factors which affect the learning outcomes in ODL. The study was conducted via web survey on 397 learners enrolled at Open University Malaysia from 2012 to 2015. The sample consisted of learners aged between 18 to 64 years. The measurement of learning outcomes was determined via a 5-point Likert rating scale questionnaire. In addition, open-ended responses were also elicited to confirm quantitative findings. Three key constructs emerged from factor analysis, i.e. i. teaching and materials, ii. e-tutoring, and iii. learning experiences. These 3 factors were then confirmed using Structural Equation Modeling techniques to determine model fit derived from exploratory factor analysis. The results show a good fit of the hypothesised model with the structure of the data. As ODL institutions enrol learners from various demographic groups, this study attempted to look into whether demographic differences such as gender, age categories, experience in online learning, learners’ CGPA results and time spent on online learning had a significant bearing on learning outcomes. The findings show that female learners perceived teaching and materials, e-tutoring and learning experiences better than male learners but these differences are statistically not significant. From the perspectives of age groups, the study found that age maturity results in slight differences in teaching and outcomes, i.e. the older the learners the more positive the outcomes. However, across the different age groups, no statistical differences exist (p > .05). This study also found no significant differences (p > .05) in the perception of outcomes between learners who had previous experience in online learning compared to those who had not. Based on the learners’ CGPA scores, this study shows a general tendency for learners who score high in CGPA to also perceive positively in the 3 constructs, viz. teaching and materials, e-tutoring and learning experiences. However, no significant differences (p > ,05) existed across the different CGPA groups. An interesting finding of this study is that the time learners spent in logging-in to the online sessions - this had a significant effect on the outcomes (p < .05). The study concluded that the more time expended in logging-in online, the better would be the outcomes on teaching and use of the materials, e-tutoring and learning experiences. Based on the empirical evidence of the study, this paper puts forth a proposition that ODL is an effective delivery system for working learners - leading to good learning outcomes. ODL can guide learners towards the acquisition of desired knowledge and skills needed to excel in academic pursuits among working learners. Key Words: learning outcomes, online and distance learning, programme evaluation (Abstract by author

Stat.Edu’21 - New Perspectives in Statistics Education. Proceedings of the International Conference Stat.Edu’21

The volume collects the papers presented at the Conference “Stat.Edu’21 -New Perspectives in Statistics Education”. The Conference was held at the Department of Political Sciences of the University of Naples Federico II (25-26 March 2021). The conference was the final event of the “ALEAS - Adaptive LEArning in Statistics”, an ERASMUS+ project (https://aleas-project.eu) developed in the period 2018-2021 to design and implement an Adaptive LEArning system able to offer personalised learning paths to students, with the purpose to provide them remedial advice to deal with the “statistics anxiety”. Stat.Edu’21 aimed at stimulating discussions, solicitations and contributions around the central theme of ALEAS, the development of adaptive learning systems in the field of Higher Education as a complementary tool for traditional courses and promote a community of practice in this field. The volume collects 12 papers reporting reflections and quantitative studies covering mainly three topics: the assessment of the effects of anxiety or more generally of a different attitude in the study of Statistics, tools and methods for the assessment of training paths and technology-based learning experiencesillustratorIl volume raccoglie i contributi presentati alla conferenza “Stat.Edu’21 -New Perspectives in Statistics Education”. La Conferenza è stata ospitata dal Dipartimento di Scienze Politiche dell’Università degli Studi di Napoli Federico II (25-26 marzo 2021). La conferenza è stata organizzata come evento finale del progetto ERASMUS+ “ALEAS - Adaptive LEArning in Statistics” (https://aleas-project.eu) che si è svolto dal 2018 al 2021. Il progetto ha avuto l’obiettivo di sviluppare e implementare un sistema di apprendimento adattivo che offra percorsi di apprendimento personalizzati agli studenti, con lo scopo ultimo di aiutare gli studenti a fronteggiare l’ansia statistica. Stat.Edu’21 ha stimolato riflessioni, discussioni e contributi sul tema di ALEAS e sullo sviluppo di sistemi di apprendimento adattivo in ambito universitario come strumenti complementari ai corsi tradizionali e contribuito lo scambio di buone pratiche. Il volume comprende 12 contributi che propongono riflessioni e studi quantitativi in particolare su 3 temi: la valutazione degli effetti dell’ansia o più generalmente lo studio di diverse attitudini nello studio della statistica, strumenti e metodi per la valutazione dei percorsi di insegnamento e le esperienze di apprendimento basate sulla tecnologia

Stat.Edu’21 - New Perspectives in Statistics Education. Proceedings of the International Conference Stat.Edu’21

[Italiano]:Il volume raccoglie i contributi presentati alla conferenza “Stat.Edu’21 -New Perspectives in Statistics Education”. La Conferenza è stata ospitata dal Dipartimento di Scienze Politiche dell’Università degli Studi di Napoli Federico II (25-26 marzo 2021). La conferenza è stata organizzata come evento finale del progetto ERASMUS+ “ALEAS - Adaptive LEArning in Statistics” (https://aleas-project.eu) che si è svolto dal 2018 al 2021. Il progetto ha avuto l’obiettivo di sviluppare e implementare un sistema di apprendimento adattivo che offra percorsi di apprendimento personalizzati agli studenti, con lo scopo ultimo di aiutare gli studenti a fronteggiare l’ansia statistica. Stat.Edu’21 ha stimolato riflessioni, discussioni e contributi sul tema di ALEAS e sullo sviluppo di sistemi di apprendimento adattivo in ambito universitario come strumenti complementari ai corsi tradizionali e contribuito lo scambio di buone pratiche. Il volume comprende 12 contributi che propongono riflessioni e studi quantitativi in particolare su 3 temi: la valutazione degli effetti dell’ansia o più generalmente lo studio di diverse attitudini nello studio della statistica, strumenti e metodi per la valutazione dei percorsi di insegnamento e le esperienze di apprendimento basate sulla tecnologia. /[English]: The volume collects the papers presented at the Conference “Stat.Edu’21 -New Perspectives in Statistics Education”. The Conference was held at the Department of Political Sciences of the University of Naples Federico II (25-26 March 2021). The conference was the final event of the “ALEAS - Adaptive LEArning in Statistics”, an ERASMUS+ project (https://aleas-project.eu) developed in the period 2018-2021 to design and implement an Adaptive LEArning system able to offer personalised learning paths to students, with the purpose to provide them remedial advice to deal with the “statistics anxiety”. Stat.Edu’21 aimed at stimulating discussions, solicitations and contributions around the central theme of ALEAS, the development of adaptive learning systems in the field of Higher Education as a complementary tool for traditional courses and promote a community of practice in this field. The volume collects 12 papers reporting reflections and quantitative studies covering mainly three topics: the assessment of the effects of anxiety or more generally of a different attitude in the study of Statistics, tools and methods for the assessment of training paths and technology-based learning experiences

The Relationship between Social Desirability and Teacher Efficacy among Public Schools Secondary Teachers in the United States

The purpose of this correlational study was to investigate factors that impact the implementation and successful adoption of blended learning instructional practices in secondary classrooms in public schools in the United States. This study examined the relationship between social desirability for the implementation and successful adoption of blended learning instruction and teacher efficacy in secondary teachers. The theories guiding the research were Projection Theory from Holmes as the theory relates to social desirability and Social Cognitive Theory from Bandura as the theory relates to teacher efficacy. Both theoretical frameworks relate to potential change in behavior. The data utilized in the research represented 226 secondary teachers from multiple districts’ in the United States in preparation for implementation and successful adoption of blended learning as a new instructional strategy as a portion of their professional development plan. One survey instrument containing multiple sections was used to collect the data: The Blended Practice Profile (Predictor variable – social desirability for the implementation of blended learning instruction) and the Teacher Sense of Efficacy Scale (Criterion Variable – teacher efficacy total score and two subscales: instructional strategies and student engagement. A Pearson product moment was used to determine the relationship between the variables. A statistically significant relationship was found between social desirability for blended learning instruction and teacher efficacy. Suggestions for future research include implementation of blended learning from the lens of student engagement, student efficacy, and the level of support from districts and schools for the implementation of blended instructional strategies and teacher efficacy