The Relationship between Self-regulation and Flow Experience in Online Learning: A Case Study of Global Competition on Design for Future Education

Wan, Qingqing; Liu, Mengyu; Gao, Bojun; Chang, Ting‐Wen; Huang, Ronghuai

doi:10.1109/icalt49669.2020.00116

Cited by 9 publications

(11 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Low learning engagement and high dropout rates are common problems in online learning [6]. Therefore, learning flow is considered important for ensuring online learners' engagement in the learning process and focus on the value of the task [6]. Our results show that learning flow can also be achieved through online learning without educators or supervisors.…”

Section: Discussionmentioning

confidence: 78%

“…We observed a significant increase in learning flow after the online learning sessions. Low learning engagement and high dropout rates are common problems in online learning [6]. Therefore, learning flow is considered important for ensuring online learners' engagement in the learning process and focus on the value of the task [6].…”

Section: Discussionmentioning

confidence: 99%

“…Self-regulation has become a critical factor for success in online learning. Therefore, self-regulation is considered a factor to enhance [6]. Selfregulation refers to the ability of learners to effectively engage and become "masters of their learning process" while pursuing their online learning goals [7].…”

Section: Introductionmentioning

confidence: 99%

“…Another important element in online engagement is learning flow, which refers to concentration. Positive learning experiences help learners concentrate without being preoccupied with the passage of time, thus enhancing their intention to learn and contributing to positive learning outcomes [6]. Learning flow allows learners to reduce their learning time and participate in online learning more actively.…”

Section: Introductionmentioning

confidence: 99%

“…Studies have reported that online learning can increase curiosity and learning flow [10]. However, most studies on learning flow are descriptive and are focused on psychological factors, such as general learning motivation, achievement goals, and relationships with self-directed learning abilities [6,[10][11][12]. Thus, this study sought to understand the effects of learning flow in online learning through an experimental approach.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Effects of Online Learning on Nursing Students in South Korea during COVID-19

Kim

Lee

2021

IJERPH

View full text Add to dashboard Cite

Daily life has changed due to COVID-19. This has affected nursing education and caused a shift in online learning. This study examined the effects of online learning on nursing students’ knowledge, self-regulation, and learning flow. We used a quasi-experimental design on a sample comprising 164 senior nursing students. We compared pre- and post-test scores to examine the educational effects. The pre-test was conducted a week before the educational intervention, and the post-test was conducted a week after it. We found a significant increase in knowledge (t = −14.85, p < 0.001) and learning flow (t = −2.15, p = 0.033) in the post-test. We also found an increase in self-regulation (t = −1.57, p = 0.119) from the pre- to the post-test that was not statistically significant. The results could help instructors to provide additional information in online learning. They highlight the need to assess learners’ readiness for online learning and to prepare the learning environment with systematic educational planning, design, development, and evaluation for improving the effectiveness of online learning outcomes.

show abstract

Section: Discussionmentioning

confidence: 78%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Effects of Online Learning on Nursing Students in South Korea during COVID-19

Kim

Lee

2021

IJERPH

View full text Add to dashboard Cite

show abstract

Learning engagement; nursing students' experiences in an online environment at a university

Munangatire

Indjamba

2022

Nursing Open

View full text Add to dashboard Cite

Aim The aim of this study was to understand students' engagement with learning in an online environment at a university in Namibia. Design A qualitative descriptive design was applied. Methods Data were collected using in‐depth telephonic interviews among 12 purposively selected nursing students. Data were analysed thematically. Results While the students did practice engagement, their understanding of learning engagement was not clear. The students considered online learning to be a safe space for engagement that enhanced active participation. They also noted that it forced them to reflect on their pre‐existing knowledge before learning new information and ultimately enhanced their understanding of the learning material. The findings of this research suggest that online platforms and apps can support nursing students' learning engagement, in particular behavioural engagement, but they are less conducive to cognitive and affective engagement.

show abstract