Self-regulated learning strategies in higher education: Fostering digital literacy for sustainable lifelong learning

Anthonysamy, Lilian; Koo, Ah Choo; Hew, Soon Hin

doi:10.1007/s10639-020-10201-8

Cited by 151 publications

(124 citation statements)

References 35 publications

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“…According to several empirical studies, there exists a strong connection between self-regulated learning and students' digital readiness. Anthonysamy et al (2020b) demonstrated a significant and positive link between students' cognitive, technical, and socio-emotional abilities in order to participate in online learning and students' use of resource management strategies. In line with these findings, Greene et al (2018) found evidence that self-regulated learning strategies play a major role in developing such skills for online learning.…”

Section: Resource Management Strategies In Online Learning Environmentsmentioning

confidence: 98%

Self-Regulated Resource Management in Emergency Remote Higher Education: Status Quo and Predictors

et al. 2021

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Because of the COVID-19 pandemic in the spring term 2020, students faced a sudden change from on-campus learning to online learning with synchronous and asynchronous online courses (emergency remote teaching). To study successfully, students not only needed to be prepared in terms of digital readiness (workspace, IT equipment, previous online learning experiences, and sharing information online), they also faced challenges that pertained to the self-regulated management of external resources (environment structuring, time management, and help-seeking). In the current study, we investigated students’ digital readiness for the sudden switch to online learning; differences between students’ intended and actual use of external resource management strategies; and the influence of students’ digital readiness on their actual use of resource management strategies. Students enrolled in a full-scale, German university (N = 662) answered two online questionnaires (before and in the middle of the term). Descriptive statistics indicated that students seemed to be ready to study online. However, repeated measures ANOVA showed that students were not able to manage their resources during the term as frequently as intended. Finally, separate regression analyses revealed that availability of workspace and IT equipment predicted the use of environment structuring strategies. Additionally, IT equipment and information sharing behavior predicted students’ help-seeking. Based on the current results, we discuss implications for the promotion of student self-regulated learning (SRL) in online emergency remote teaching based on both external resources and digital readiness.

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Section: Resource Management Strategies In Online Learning Environmentsmentioning

confidence: 98%

Self-Regulated Resource Management in Emergency Remote Higher Education: Status Quo and Predictors

et al. 2021

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“…Within higher education, these two aspects-(i) literacy skills and (ii) intention to use digital technologies for teaching and learning purposes (e.g. Anthonysamy et al 2020;Jeffrey et al 2011;Nikou et al 2018)-have been extensively investigated, but seldom together.…”

Section: Introductionmentioning

confidence: 99%

An assessment of the interplay between literacy and digital Technology in Higher Education

Nikou

Aavakare

2021

Educ Inf Technol

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Digital technologies fundamentally transform teaching and learning in higher education environments, with the pace of technological change exacerbating the challenge. Due to the current pandemic situation, higher education environments are all now forced to move away from traditional teaching and learning structures that are simply no longer adaptable to the challenges of rapidly changing educational environments. This research develops a conceptual model and employs Structural Equation Modelling (SEM) using Partial least Squares (PLS) to examine the impact of information and digital literacy on 249 Finnish university staff and students’ intention to use digital technologies. The findings show the complex interrelationship between literacy skills and digital technologies among university staff and students. The results illustrate that information literacy has a direct and significant impact on intention to use; while, unlike our expectation, digital literacy does not have a direct impact on the intention to use. However, its effect is mediated through performance expectancy and effort expectancy. The authors suggest that to understand the changes that are taking place in higher education environment, more attention needs to be paid to redefining policies and strategies in order to enhance individuals’ willingness to use digital technologies within higher education environments.

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“…Self-regulated learning (SRL) is important for successful learning in computer-based learning environments (CBLEs; Sambe, Bouchet, & Labat, 2017), and it is considered to be a crucial skill in lifelong learning (Anthonysamy, Koo, & Hew, 2020). Due to an increased need for flexible learning settings that could be addressed using CBLEs, an increasing number of approaches have been developed to address the research in selfregulated learning, in particular, instructional support in CBLEs (e.g., Azevedo, & Aleven, V.…”

Section: Introductionmentioning

confidence: 99%

Do self-created metacognitive prompts promote short- and long-term effects in computer-based learning environments?

Engelmann

Bannert

Melzner

2021

RPTEL

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Students must engage in self-regulated learning in computer-based learning environments; however, many students experience difficulties in doing so. Therefore, this study aims to investigate self-created metacognitive prompts as a means of supporting students in their learning process and improving their learning performance. We conducted an experimental study with a between-subject design. The participants learned with self-created metacognitive prompts (n = 28) or without prompts (n = 29) in a hypermedia learning environment for 40 min while thinking aloud. In a second learning session (stability test), all participants learned about a different topic without prompts. The results showed no clear effect of the self-created metacognitive prompts on the learning process and performance. A deeper analysis revealed that students’ prompt utilization had a significant effect on performance in the second learning session. This study contributes to the research investigating how students can be supported in ways that enhance their learning process and performance.

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Self-regulated learning strategies in higher education: Fostering digital literacy for sustainable lifelong learning

Cited by 151 publications

References 35 publications

Self-Regulated Resource Management in Emergency Remote Higher Education: Status Quo and Predictors

Self-Regulated Resource Management in Emergency Remote Higher Education: Status Quo and Predictors

An assessment of the interplay between literacy and digital Technology in Higher Education

Do self-created metacognitive prompts promote short- and long-term effects in computer-based learning environments?

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