Online learning in the time of the COVID-19 crisis: Implications for the self-regulated learning of university design students

Mou, Tsai-Yun

doi:10.1177/14697874211051226

Cited by 38 publications

(14 citation statements)

References 51 publications

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“…The ability to connect with individuals who share similar values, interests, or aspirations is becoming increasingly commonplace because of the internet's ability to facilitate networking. Since students are responsible for their own education in online environments, self-regulation of learning is important for dealing with e-learning [15]. Nevertheless, in the last few years, the world has seen a rise in social media websites, which are "becoming increasingly pervasive in higher education" [16] and have established a new phenomenon on the internet.…”

Section: The Use Of Social Media For E-learningmentioning

confidence: 99%

Social Media Use in E-Learning amid COVID 19 Pandemic: Indian Students’ Perspective

Sobaih

Palla

Baquee

2022

IJERPH

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As a result of the COVID-19 epidemic, most educational institutions shifted to online education. Students and faculty members in many public institutions, particularly those in developing countries, are hampered by the absence of formal online learning management systems. Responding to COVID-19, many institutions in developing countries adopted social media sites to maintain e-learning and sustain education process. The distinction between online and real-world communities is becoming increasingly narrow, especially among the younger generations who have grown up with social media at their fingertips. This research explores perspectives of higher education students in India regarding the use of social media for e-learning amid the COVID-19 pandemic. For this purpose, an online questionnaire was directed to a sample of higher education students in India via a personal network. The results showed that students were more satisfied with their use of social media because of their perceptions of its ease of use and usefulness. The majority of the students are active on social media for 1–2 h daily (p < 0.01). YouTube was the platform of choice among all the respondents (n = 154; 36%). The results confirmed that students feel that social media websites have a significant positive impact on their overall academic performance (p < 0.01). Novel methods of teaching and learning are constantly being sought out by educators. The present moment is an opportunity to examine and analyze the theoretical benefits of social media technologies and consider their relative advantages for education through the use of technology’s ability to enhance student learning.

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Section: The Use Of Social Media For E-learningmentioning

confidence: 99%

Social Media Use in E-Learning amid COVID 19 Pandemic: Indian Students’ Perspective

Sobaih

Palla

Baquee

2022

IJERPH

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“…In the absence of self-regulation, passive procrastination was evident in some students leading to negative consequences in terms of academic performance. Especially during online learning, those with good time management strategies had better performance than the rest ( 51 ). Environment structuring is another factor that has long been known to play a crucial role in promoting or inhibiting SRL.…”

Section: Discussionmentioning

confidence: 99%

Self-Regulated Learning Practice of Undergraduate Students in Health Professions Programs

et al. 2022

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BackgroundUniversity students are expected to take charge of their learning without being dependent on teachers. Self-regulated learning (SRL) is the process by which students direct their learning to achieve their set targets and goals in a timely and controlled manner. This study was undertaken to explore the practice of SRL by undergraduate students from different programs in a health science focused university during COVID-19 pandemic.MethodThirty-three undergraduate students of five health professions education programs were recruited to take part in focus group discussions to explore their SRL practice with online learning. Their responses were subjected to thematic analysis.ResultOur students appeared to practice SRL, going through the phases of forethought and goal setting, performance and self-reflection. They set goals for academic as well as personal development in the university. Academic goals like achieving target GPA or marks were achieved by following different study techniques, personal management including time management, and by creating a conducive learning environment. Personal development such as interpersonal skills, social networking was achieved through socializing and participating in extracurricular activities. The students also engaged in self-reflection and analysis of their own performance followed by designing strategies to manage the challenges they faced.ConclusionUndergraduates of health professions programs appear to show evidence of practicing SRL. Although impacted by COVID-19 induced lockdown and online learning, they seem to have strategized and achieved their goals through individualized SRL processes. Promoting and fostering an atmosphere of SRL in universities to cater to the needs of the students would help them be more successful in their careers.

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“…Through the interaction of personal, behavioral, and environmental factors, an individual's self-regulated learning abilities tend to be developed over time, and poor-performing learners can develop their self-regulated learning strategies if provided with a suitable context [36]. As an emergency response to the pandemic, self-regulated learning has recently been proven to be effective [37][38][39], including a study on a total of 2536 students in China during the COVID-19 pandemic [40].…”

Section: Self-regulated Learningmentioning

confidence: 99%

The Positive Effects of Growth Mindset on Students’ Intention toward Self-Regulated Learning during the COVID-19 Pandemic: A PLS-SEM Approach

et al. 2023

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The COVID-19 pandemic has brought unprecedented challenges to students’ learning processes in higher education. This study aimed to investigate the effects of a growth mindset on university students’ intention toward self-regulated learning during the COVID-19 pandemic. The theoretical model was proposed based on the Theory of Planned Behavior, along with two additional dimensions: growth mindset and perceived teacher support. The developed model was validated by adopting a partial least squares structural equation modeling (PLS-SEM) approach based on the data collected from 486 students in universities that have been significantly impacted by the COVID-19 pandemic in China. The results show that students’ growth mindset is positively associated with their intention toward self-regulated learning directly, and indirectly through the main constructs of the Theory of Planned Behavior: perceived behavioral control and behavior attitude. Additionally, the mediating and moderating roles of students’ growth mindset are manifest in the relationship between students’ perception of teacher support and their intention toward self-regulated learning. These findings offer implications for teachers, researchers, and higher education administrators in developing students’ growth mindset by considering the relevant factors explored in this research, thereby enhancing students’ self-regulated learning in challenging settings such as the COVID-19 pandemic.

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Online learning in the time of the COVID-19 crisis: Implications for the self-regulated learning of university design students

Cited by 38 publications

References 51 publications

Social Media Use in E-Learning amid COVID 19 Pandemic: Indian Students’ Perspective

Social Media Use in E-Learning amid COVID 19 Pandemic: Indian Students’ Perspective

Self-Regulated Learning Practice of Undergraduate Students in Health Professions Programs

The Positive Effects of Growth Mindset on Students’ Intention toward Self-Regulated Learning during the COVID-19 Pandemic: A PLS-SEM Approach

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