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Facilitating Self-Regulated Learning With Technology: Evidence for Student Motivation and Exam Improvement
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The authors examined the extent to which student access to the MyGrade application in Blackboard may facilitate motivation and exam improvement via grade monitoring. In support of self-regulated learning and feedback principles, students indicated that the MyGrade application helped them better monitor their course performance and increased their motivation to study and pay attention in class. Access statistics for the MyGrade application in two undergraduate psychology courses revealed that students who viewed their grades weekly or more significantly improved their exam scores compared with those who accessed their grades less than weekly. These effects were robust when controlling for student characteristics (ability, experience, self-control) and class attendance. The authors discuss implications for the role of technology in facilitating self-regulated learning.
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... Customer perception, a topic extensively studied by researchers, has been found to have a direct link with the marketing mix and customer satisfaction [29,30]. ...
The study aimed to examine whether there is an association of marketing mix, and perception with customer’s satisfaction, and loyalty among elderly people. A total of 400 participants were included in the study. The study population comprised individuals aged 65 years and above from Assam, India including both males and females. Participants were primarily selected from residential homes, old age homes, and various common gathering places such as parks, shops, Namghar (a holy place), and community halls. The study indicated a significant correlation between the dimensions of the marketing mix, perception, satisfaction, and loyalty. Moreover, the findings from the linear regression analysis, revealed customer satisfaction towards the marketing of healthcare services can be attributed to product, price, place, process, and physical evidence (7 P’s) and customer perception (R2=.54; .53 respectively). Additionally, customer loyalty towards the marketing of healthcare services is influenced by product and price (7P’s), and customer perception (R2=.54; .2 respectively). This study contributes to understanding the overlooked aspect of marketing to the elderly population, providing valuable insights for healthcare companies to develop improved marketing strategies. Hence, irrespective of the organization's size, type, or location, whether it's a startup or an established entity, privately owned or government-operated, local or global, the role of business managers is vital in making informed decisions and establishing strategic priorities to allocate resources efficiently in order to meet evolving customer demands and achieve business success. As a result, commercial enterprises need to develop tools, concepts, and strategies to effectively navigate the dynamic and unpredictable marketing landscape.
... While research suggests SRL improves learning outcomes, it is not a process that learners often utilize on their own ( Panadero et al., 2017 ). Consequently, tools that facilitate engagement in SRL are beneficial to its effectiveness (Azevedo, 2005;Barber et al., 2011;Persico & Steffens, 2017). Learners must learn how to execute SRL successfully and tools to enable that process are critical to its success. ...
The current study has shown positive evidence for the adoption of the PERvasive Learning System (PERLS) into military education and training environments. A randomized control trial was implemented to evaluate the impact of PERLS within a military classroom setting. It found that PERLS use during a course could improve soldiers' self-efficacy for content and self-regulated learning (SRL) and potentially increase completion rates for soldiers. These findings show the possibility that correctly designed technology can support users' self-efficacy for their ability to implement SRL. Further, this study has shown that microlearning technology with SRL support, as seen in PERLS, has the potential for real-world classroom impact.
... In the context of physical activity, Munson and Consolvo (2012) find that self-monitoring, using non-coercive, non-judgmental reminders, can be beneficial to ensure individuals meet their goals. Similarly, Barber et al. (2011) find that applications for self-monitoring of course performance increase students' motivation to study and pay attention in class, as well as improving exam scores. Zhu and Doo (2022) examine student behaviour in massive open online learning courses (MOOCs). ...
... Self-regulated learning is an ability to generate thoughts (self-awareness), emotions (self-motivation), actions (behavior skills) that can direct their learning to achieve their goals (Zimmerman, 2008). Technology can facilitate self-regulated learning for those who design and teach in the digital environment, developing self-regulation among students (Barber et al., 2011). ...
... Yang, 2006). Barber, Bagsby, Grawitch, and Buerck (2011) examined the role of technology in facilitating self-regulated learning. ...
Abstract Relying on advanced network technologies, Massive Open Online Courses (MOOCs) can support the transformation and deep construction of high-quality open courses. However, with the use of MOOCs in many universities and colleges, new issues have emerged. MOOCs are not specifically designed for local conditions. Researchers lack understanding of the effectiveness of using shared MOOCs in traditional university teaching. The purpose of this study was to analyze the effectiveness of MOOC-based flipped learning and to propose clear reuse guidelines for MOOCs in the traditional university education. We conducted a quasi-experiment in an inorganic chemistry course. The results were presented in terms of learners’ participation and learning performance, and a post-task survey and interviews were also conducted to investigate the students’ experiences in order to include these experiences in design and research plans of MOOCs-based flipped learning. The results showed that students in the MOOC-based flipped classroom on average performed better than those in the traditional classroom. However, no changes in self-efficacy and self-regulated learning were detected after the end of the course. In addition, the quantitative and qualitative data combined indicated that most students had a favorable experience of the flipped classroom, in terms of student–student interaction, available learning materials, and active learning results. Implications for MOOC integration are discussed.
The purpose of this study was to improve students’ problem-solving ability and metacognitive self-regulation (MSR) by applying science technology society (STS) learning model integrated with metacognitive self-regulation. The participants were 13 students from Department of Biology Education who took microbiology courses. A quasi-experimental method with one-group pre and posttest design was used in this study. Data were collected through pre and posttest with eight open ended questions to measure students’ problem-solving ability on four microbiology topics (food, pathogen, waste and water microbiology). These topics were studied sequentially in two months. The instrument used to measure MSR is a questionnaire with open-ended questions. This questionnaire was developed based on three aspects of MSR namely, planning, monitoring and evaluation. MSR questionnaire was administered to students at the end of each topic. The N-gain test was used to analyze the improvement of students' problem-solving ability on each topic. The average score of all aspects in MSR questionnaire was used to explore students’ metacognitive self-regulation. The correlation between MSR and problem-solving ability was analyzed using Pearson correlation. The results revealed that the N gain score of problem-solving ability was increased from 0.56 in the first topic to 0.7 in the next three topics. The average of MSR score also increased from 66.15 in the first topic to 87.23 in fourth topic. There was a positive correlation between students’ MSR and problem-solving ability. These results indicated that application of Science Technology Society integrated with MSR is an effective strategy in improving students’ problem-solving ability and MSR. The implementation of this research is to develop a lecture program as an effort to improve the learning process
This paper investigates the impact of monitoring intensity on individuals’ motivation to exert effort. Using an experimental approach, we designed a test comprising six problems, with varied levels of monitoring and success criteria, to evaluate performance as an indicator of effort. The results reveal a nonlinear relationship between the stringency of monitoring criteria and worker performance. Interestingly, we found that optimal performance is attained when participants are required to answer correctly only one of the six problems. This study enhances our understanding of performance monitoring strategies and their effects in modern work settings.
Until recently, the classroom assessment literature has emphasized the role of teachers and tests, for example investigating teachers’ assessment practices or the quality of classroom tests and other assessments. In contrast, current understandings of teaching and learning emphasize the role of students, as well as the complex interactions between teachers, students, and contexts. We use the literature review method to give substance to a theory of classroom assessment as the co-regulation of learning by teachers, students, instructional materials, and contexts. We organize the literature using a version of Pintrich and Zusho’s theory of the phases and areas of the self-regulation of learning, expanded to include the co-regulation of learning, in order to demonstrate how classroom assessment is related to all aspects of the regulation of learning. We conclude that this is a useful expansion for the field.
Several practitioners and researchers consider interactivity as the essential mechanism for effective and successful self-regulated learning within web-based learning environments. Even so, there are few studies that address the question of how students deal with the interactivity provided and how this may be related to their achievement. To investigate this question, students' performance and acceptance while learning with the web-based learning environment, "Studierplatz," as well as their postlearning achievement were measured in a university field study. These measures were correlated with measures of learning activities. Results show that only some students used the provided interactivity functions seriously. Nonetheless, the use of such functions was related to better achievement. Implications of these results will be discussed with regard to the restrictions and benefits of applying self-regulated multimedia learning at the university level.
The topic of how students become self-regulated as learners has attracted researchers for decades. Initial attempts to measure self-regulated learning (SRL) using questionnaires and interviews were successful in demonstrating significant predictions of students’ academic outcomes. The present article describes the second wave of research, which has involved the development of online measures of self-regulatory processes and motivational feelings or beliefs regarding learning in authentic contexts. These innovative methods include computer traces, think-aloud protocols, diaries of studying, direct observation, and microanalyses. Although still in the formative stage of development, these online measures are providing valuable new information regarding the causal impact of SRL processes as well as raising new questions for future study.
Self-regulated learning (SRL) is a pivot upon which students’ achievement turns. We explain how feedback is inherent in and a prime determiner of processes that constitute SRL, and review areas of research that elaborate contemporary models of how feedback functions in learning. Specifically, we begin by synthesizing a model of self-regulation based on contemporary educational and psychological literatures. Then we use that model as a structure for analyzing the cognitive processes involved in self-regulation, and for interpreting and integrating findings from disparate research traditions. We propose an elaborated model of SRL that can embrace these research findings and that spotlights the cognitive operation of monitoring as the hub of self-regulated cognitive engagement. The model is then used to reexamine (a) recent research on how feedback affects cognitive engagement with tasks and (b) the relation among forms of engagement and achievement. We conclude with a proposal that research on feedback and research on self-regulated learning should be tightly coupled, and that the facets of our model should be explicitly addressed in future research in both areas.
This article reports on a case study of learning and academic achievement in engineering education. Two sets of oral exams were used as a source of information in relation to students' learning and needs in the learning situation. Through ensuing interviews, patterns of learning strategies were discerned. Academically successful students utilised self-monitoring skills, such as self-evaluation and comprehension monitoring, while these skills were used only to a minor extent by those less successful. Promoting self-regulated learning could be one way to improve student learning. The research literature, however, suggests that merely teaching self-monitoring skills does not necessarily make a difference. This study therefore focuses on roles of tutors in identifying and promoting self-regulated learning.
The question of how affect arises and what affect indicates is examined from a feedback-based viewpoint on self-regulation. Using the analogy of action control as the attempt to diminish distance to a goal, a second feedback system is postulated that senses and regulates the rate at which the action-guiding system is functioning. This second system is seen as responsible for affect. Implications of these assertions and issues that arise from them are addressed in the remainder of the article. Several issues relate to the emotion model itself; others concern the relation between negative emotion and disengagement from goals. Relations to 3 other emotion theories are also addressed. The authors conclude that this view on affect is a useful supplement to other theories and that the concept of emotion is easily assimilated to feedback models of self-regulation. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The question of how affect arises and what affect indicates is examined from a feedback-based viewpoint on self-regulation. Using the analogy of action control as the attempt to diminish distance to a goal, a second feedback system is postulated that senses and regulates the rate at which the action-guiding system is functioning. This second system is seen as responsible for affect. Implications of these assertions and issues that arise from them are addressed in the remainder of the article. Several issues relate to the emotion model itself; others concern the relation between negative emotion and disengagement from goals. Relations to 3 other emotion theories are also addressed. The authors conclude that this view on affect is a useful supplement to other theories and that the concept of emotion is easily assimilated to feedback models of self-regulation.
It is generally assumed that learning is internalization of externally available knowledge and occurs under the active control of one internal source of self-regulation: executive self-regulation. This article argues that these assumptions undermine the creative and multisource nature of learning, limit its domain to incremental learning of facts and definitions, and are largely responsible for achievement and motivational problems children experience in schools. The article defines learning as creative reconceptualization of internal knowledge and proposes two different sources of internal self-regulation: one to regulate largely the sequential aspect of learning and another to coordinate its simultaneous aspect. To extend the domain of learning beyond incremental memorization of facts, both sources of internal self-regulation must be the target of cognitive and metacognitive instruction and research.
In this commentary, we utilize a social cognitive view of self-regulation to analyze the computer-based learning environments (CBLEs) that are described in the various articles in this volume. Although these CBLEs are creative ways of engaging students' metacognitive processes, their impact on students' motivational beliefs and self-reactions has been given relatively little attention to date. Self-regulation research on these sources of motivation in traditional learning environments has shown that they can play a vital role in explaining students' self-initiative and perseverance in the face of setbacks. When analyzing the forms of self-regulatory instruction that were employed, 2 of the CBLEs followed the first 2 sequential levels of a graduated "social-to-self" pattern advocated by social cognitive researchers. However, the other CBLEs often made nonsequential use of such social cognitive instructional processes as modeling, tutoring, providing feedback, and self-research.