Developing Students' Self-Regulation Skills Within and Outside Academic Modules

Abstract

COVID-19 has accelerated the adoption of online learning, and the authors' university (like many others) is settling into a blended learning approach. In this chapter, the authors share their experiences in improving students' self-regulation of online learning. The first learning experience for most students at the Singapore Institute of Technology is in online, self-paced courses in Mathematics, Physics, and Chemistry. Beyond content, these courses provide students opportunities to embrace the ‘norm' of self-paced, self-directed online learning and to expose and encourage them to develop self-regulation skills. Students are required to self-assess and refer to different learning resources independently, based on their identified needs. The authors have also developed another intervention based on Zimmerman's self-regulated learning model, guiding students to plan, monitor, and adjust their learning plans and develop self-efficacy through this process. For students to transfer these skills into their actual studies, the authors provide individual coaching sessions to facilitate students' implementation.

Students’ Approaches to Learning (SAL) and their Relations to Burnout among University Freshmen in Singapore

“…To reduce unre ective approach and develop organised studying approaches, universities can consider managing the workload of freshmen and improving their study skills (e.g., time management, goal setting, planning) (Asikainen et al, 2022). At our university, we have embarked on a programme, known as "Learning to Learn Better" (LTLB), aimed at helping students develop self-regulated learning (SRL) skills to cope with the demands of our blended learning environment (Wang et al, 2023). Examples of these skills include goal setting, planning, monitoring, and evaluation.…”