Self-Regulated Learning: The Educational Legacy of Paul R. Pintrich

Paul R. Pintrich was a leading figure in the field of self-regulated learning. This article discusses some of Paul’s major contributions: (a) formulating a conceptual framework for studying self-regulated learning comprising phases (forethought, planning, activation; monitoring; control; reaction, reflection) and areas for self-regulation (cognition, motivation, behavior, context); (b) emphasizing the role of motivation in self-regulation; (c) conducting research linking learning, motivation, and self-regulation; (d) exploring the development of and interventions to enhance self-regulatory processes; (e) investigating how the complexities of classrooms and schools affect self-regulation; and (f) helping to develop the MSLQ to assess self-regulated learning, cognition, and motivation. Paul’s writings provide ideas for future research on self-regulated learning. Paul Pintrich left a rich legacy through his theoretical elaboration, exemplary research, dissemination and advocacy, and personal and professional friendships

How Can Self-regulated Learning Be Supported in E-learning 2.0 Environment: a Comparative Study

As a critical factor that affects the learning performance in distance education, self-regulated learning (SRL) has elicited considerable interest. Self-regulated learners can manage their learning activities efficiently but researchers indicate that learners have difficulties in SRL behavior. Thus, providing support to facilitate self-regulatory processes is important. E-learning has the potential to be a learning tool to examine students’ self-regulatory skills. New advances in technology, especially the development of Web 2.0 technology, have provided effective support for self-regulated learning. This study addresses the following research question: How can SRL be supported properly in E-learning environment? Because learning processes cannot be conceptualized without the sociocultural context this study investigate environmental variations between two samples of Mainland China and Hong Kong distance learners (N=289). The purpose is to chart the underlying relationships between learner self-regulation and distance education environments using regression analysis and to find differences of environmental factors and self-regulation in different cultural orientations. The study has found significant differences between Mainland China and Hong Kong distance students on demography variables except age characteristics. In the relation model however, no difference has been found. Self-regulation is to be equivalent in the two cultures and can be influenced by the same environmental factors

An Analysis of the Effect of Digital Badging on Workplace Self-Directed E-Learners\u27 Achievement, Persistence, and Self-Regulation

Despite the advantages and increase in popularity of self-directed e-learning, this mode of learning is still reported to suffer from low voluntary enrollment rates, high learner dropout rates, as well as low retention of learning. Although there is a paucity of motivation research with regard to self-directed e-learning, a considerable number of studies identify shortfalls in factors related to learner motivation as the most prevalent factor contributing to these pitfalls. The current study investigated the effect of digital badges, an extrinsic reward, on learning effectiveness, persistence and self-regulation in a corporate self-directed e-learning environment. The study employed an experimental between-subjects design with one independent variable, the opportunity to earn digital badges. The dependent variables for the study included learning achievement, learning retention, persistence to course completion, and self-regulation. Participants completed one required e-learning module and had the opportunity to engage with two elective ones. The experimental group had the opportunity to earn digital badges while the control group did not. The study sample (N=76) consisted of new or existing employees working in various roles in a corporate organization. A series of Mann-Whitney U tests were performed to determine group differences in learning achievement, learning retention, persistence to course completion and self-regulation. The results of these analyses found significant median differences in all four dependent variables on the basis of group, suggesting a consequential relationship between the use of digital badges and the variables examined. This study contributed to research on the use of gamification as a motivational strategy within the e-learning context. It also helped establish the impact of digital badge use on learning effectiveness and engagement in adult self-directed e-Learners

Self-regulation of learning and academic procrastination in college students

Todo estudante é capaz de autorregular sua aprendizagem, ou seja, monitorar, regular e controlar sua cognição, motivação e comportamento tendo em vista seus objetivos. Contudo, alguns procrastinam tarefas acadêmicas, podendo prejudicar a aprendizagem e o desempenho. A procrastinação se caracteriza pelo adiamento não estratégico de ações, decorrente da disfuncionalidade no processo de autorregulação. O presente estudo objetivou descrever e analisar a relação entre a autorregulação da aprendizagem e a procrastinação acadêmica de universitários. Participaram 663 estudantes, entre 18 e 56 anos, que consentiram responder ao Inventário de Autorregulação da Aprendizagem e à Escala de Procrastinação Acadêmica. O conjunto de resultados indicou que os universitários da amostra autorregulam a aprendizagem entre algumas e muitas vezes, bem como, apresentam índices de procrastinação entre poucas a algumas vezes. Além disso, houve correlação negativa e significante entre a procrastinação acadêmica e a autorregulação da aprendizagem.Students areable to self-regulate their learning, in the other words, monitor, regulate and control their cognition, motivation and behavior oriented by their learning goals. However, some students procrastinate their academic tasks, this way affecting their learning and academic achievement. Academic procrastination has been characterized by the postponement of non-strategic actions, resulting from dysfunction in the process of self-regulation. The current study aimed at analyzing the relations between self-regulation learning and academic procrastination. The sample was comprised by 663 students, between 18 and 56 years, who agreed to participate. The results show that students can self-regulate their learning from a few to many times, and also had rates of procrastination from a few to several times. There was found a negative and significant correlation between academic procrastination and self-regulation learning

Challenges implementing the SimProgramming approach in online software engineering education for promoting self and co-regulation of learning

High academic failure rates in computer programming are significant transitioning from initial to advanced stages. In online higher education, challenges are greater since students’ autonomy requires greater skills for self-regulation and co-regulation of learning. The SimProgramming approach develops these skills and is being adapted to e-learning for this transitioning phase. In this paper, we describe the dynamics and outcomes of student participation and task development in a first iteration of the adapted e-SimProgramming approach, which took place during a 2nd year-2nd semester course for the Informatics Engineering program at Universidade Aberta in the 2018/2019 academic year. We identified pedagogical and technical challenges, requiring changes for subsequent attempts of adopting SimProgramming for online education contexts: target audience and teaching context aspects; self and co-regulation of learning dimensions of e-learning courses; pedagogical design recommendations; and requirements for software tools for learning management.info:eu-repo/semantics/publishedVersio

SCReLProg (Self and Co-regulation in e-Learning of Computer Programming) data management plan

There is a shortage and a growing need for skilled professionals in computer science. Students show difficulties in learning computer programming in higher education, particularly in the transition from initial programming to advanced programming, so it's necessary to develop effective teaching strategies. The challenges are even greater in distance education, because it requires students to have greater discipline, autonomy, and self-regulation and coregulation skills to successfully complete the course. We develop a pedagogical approach (SimProgramming) that showed promising results in the face-to-face context, helping students to overcome programming difficulties and contributing to develop effective strategies for self and co-regulation of learning. This project aims to adapt and develop this approach in the context of e-learning, to study how it influences the learning of programming and the strategies of self-regulation and co-regulation of learning used by the students.N/

The Dynamics of Social Learning in Distance Education

Distance education through electronic learning (e-learning) technologies has been accepted as a viable knowledge transfer tool by universities; however, it has not provided the learning benefits that were originally anticipated. This study examines the role of individual learner characteristics, goal-orientation beliefs, and social learning in influencing e-learning success. Experimental data was collected from students undergoing online courses. Preliminary results indicate that the learner characteristics of self-regulation and computer-learning self-efficacy, complemented by social learning through the electronic learning network influence e-learning success

E-learning Challenges during the Covid-19 Pandemic Experienced by Students

The spread of the covid-19 pandemic has changed the teaching and learning process from conventional to e-learning classes. This e-learning class brings out the challenges for students, educators, parents, and institutions. This present study was aimed to see the e-learning challenges faced by students during the Covid-19 pandemic. The participants of this study were 40 students at the Islamic Faculty of Muhammadiyah Aceh University. The qualitative descriptive was applied to analyze 20 questionnaires that were distributed through a google form. The questionnaire was divided into four sessions of challenges that involve internet connectivity, facilities support, technology competence, and self-regulation. This study revealed that students faced problems with the internet, devices, and self-regulation, while technology competence did not show significant challenges

A Study on the Relationship between Domain Specific Self-Efficacy and Self-Regulation in e-Learning Contexts

Self-regulation has been found to be integral to academic learning in traditional classroom environments. Social cognition theory highlights the significant relationships between academic self-efficacy, internet self-efficacy, and work experience in years on self-regulation in the context of traditional classroom learning. However, there is a lacuna in the literature on the significance of these relationships in the context of e-learning. The exponential growth of e-learning and changes in business environment necessitate a study to examine the effect on self-regulation in the context of e-learning. This research is based on a sample of 525 management students from a business school in South Asia. The findings highlight that academic and internet self-efficacy have a positive effect on self-regulation even in an e-learning environment. e-learning here refers to interactive online learning, in a university setting. The findings have significant implications for both theory and practice as they build on the existing literature. We suggest use of training-based interventions for promoting self-regulation which subsequently would facilitate higher e-learning efficacy