A Self-Regulated Learning Management System: Enhancing Performance, Motivation and Reflection in Learning

Autor/inn/en	Khiat, Henry; Vogel, Silke
Titel	A Self-Regulated Learning Management System: Enhancing Performance, Motivation and Reflection in Learning
Quelle	In: Journal of University Teaching and Learning Practice, 19 (2022) 2, S.43-58, Artikel 4 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Metacognition; Integrated Learning Systems; Independent Study; Learning Processes; Online Courses; Student Motivation; Allied Health Occupations Education; Student Attitudes; Academic Achievement; Graduate Students; Intervention; Correlation; Reflection; Professional Continuing Education + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbststudium; Learning process; Lernprozess; Online course; Online-Kurs; Schulische Motivation; Schülerverhalten; Schulleistung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Korrelation; Berufsfeldbezogener Unterricht; Weiterbildung
Abstract	Practising self-regulated learning is essential in one's lifelong learning journey. As educators, we can assist our students to regulate their learning effectively, whether this is in an online learning environment or any other. However, many factors affect how well learners regulate their learning. Research reveals that self-regulated learning practices vary and warrant further exploration. This study specifically investigates how the guided practice of self-regulated learning behaviour affects learning in the online learning environment. To guide students in managing their learning more effectively, an automated self-regulated learning management system was developed. The system assists students in practising the cognitive, meta-cognitive and motivational aspects of self-regulated learning. 155 postgraduate students in two online healthcare-related courses were randomly selected to be involved in the study. Trace data from the self-regulated learning management system was used to triangulate the students' self-reports in relation to their self-regulated learning behaviours. Non-parametric statistical tests were used in the analysis. Findings indicate that the use of the self-regulated learning management system facilitated and aided students in practising more effective self-regulated learning behaviours thus impacting positively on learning motivation and metacognitive reflection. However, its effect is inconclusive in relation to academic performance. In summary, positive changes were made to their self-regulated learning behaviours and these subsequently improved their self-regulation and related outcomes. [Note: The page range (43-59) shown on the PDF is incorrect. The correct page range is 43-48.] (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01