Learners’ Online Self-Regulated Learning Skills in Indonesia Open University: Implications for Policies and Practice

Abstract

To succeed in online distance learning where students are physically separated from teachers and peers, students must develop self-regulated learning skills to effectively manage their learning process. This study examined how students with different demographic backgrounds adopt or fail to adopt self-regulated learning to engage in online distance learning. Survey data were collected from 295 students at Indonesia Open University. Although students’ online learning self-efficacy and online self-regulated learning were above average, they reported low levels of confidence and abilities to seek help, develop task strategies, and allocate time for online learning. Their online self-regulated learning and online learning self-efficacy were significantly correlated. However, there were no significant relationships between online self-regulated learning and learning performance, and between online learning self-efficacy and learning performance. Furthermore, female and/or older students reported lower learning performance than male and younger students. Qualitative data from open-ended questions were analyzed to interpret the quantitative results. Recommendations for stakeholders of open universities were made to assist in students’ improvement of self-regulated learning skills and to address equity issues in Indonesian online distance learning and similar contexts.

Critical Evaluation of Modern Strategies and Methods of Formation of Communicative Competency in the System of Continuing Education of Document Managers

“…Figure 7 shows implemnettaion of perspective model of formation of communicative competency of document managers in the system of continuing education. • improvement of language skills like listening, speaking, reading and writing (Yoel et al, 2022); • increasing of self-learning skills (Lemmetty & Collin, 2020;Santoso et al, 2022); • formation of problem solving and conflict management skills (Mantra et al, 2019); • buildings of digital competency and ability to use ICT propertly while performing professional activities (Akorede & Adeniyi, 2020;Poplavskyi & Bondar, 2021); • integration of different communicative experiences (Shibli-Rahhal et al, 2019); • contribution to career development (Mammadova, 2021;Oriji & Uzoagu, 2019); • development of activity-specific skills and soft skills (Anosova et al, 2022); • formation of ability to work independently (Lemmetty & Collin, 2020;Santoso et al, 2022;Villatoro & de-Benito, 2022); (Holford et al, 2022); • increasing of motivation to operate in communicative environment (Ismail & Jarrah, (2019).…”

“…We found that group work strategies include active learning (Anosova et al, 2022;Ben-Eliyahu, 2021;Chuang, 2021), flipped classroom model (Julia et al, 2020;Mitsiou, 2019), problem-based learning (Dorit & Nirit, 2022;Shalini, 2021), simulation-based learning (Abrandt Dahlgren & Hopwood, 2023;Cho et al, 2022;Mammadova, 2021), interactive lecture (Taat et al, 2020;Zhampeiis et al, 2022), intensive learning (Boonteerarak, 2021), and ICT-based learning (Akorede & Adeniyi, 2020;Poplavskyi & Bondar, 2021). In the context of formation of communicative competency in the system of continuing education, self-study strategies refer to personalization (Bekmanova et al, 2021;Yoel et al, 2022;Shemshack & Spector, 2020), peer learning (Johler, 2022;Johnson et al, 2021), selfregulated learning (Lemmetty & Collin, 2020;Santoso et al, 2022), and placement (Caspersen & Smeby, 2021;Woods, 2021). Table 1 demonstrates the review on modern strategies and methods to form communicative competency in the system of continuing education.…”

Beyond Conventional Boundaries: A Literature Study on Madrasah Management and the Construction of Online Learning Innovations

“…Learning strategies have developed quite rapidly along with the development of information and communication technology. One of them is an online learning (Santoso et al, 2022). Online learning is based on a paradigm shift, from teachercentred to learner-centred.…”

A literature review: analyzing barriers hindering the implementation of self-regulated learning in science classrooms

“…Equity is typically mentioned as a means toward providing scholarly opportunities for all students to succeed, and SRL has the capacity to facilitate this. SRL can enhance students in systematically thinking through their approaches to problems of inequity and stimulate more successful learning experiences (Santoso et al, 2022). When students master SRL, they are more equipped to know what they need and actively seek help.…”