Fostering Self-Regulated Learning Online: A Quasi-Experimental
Study

k 2022

Fostering Self-Regulated Learning Online: A Quasi-Experimental Study

ŠIMKOVÁ, Gabriela

Základní údaje

Originální název

Fostering Self-Regulated Learning Online: A Quasi-Experimental Study

Název česky

Posilování autoregulace učení online: kvaziexperimentální studie

Název anglicky

Fostering Self-Regulated Learning Online: A Quasi-Experimental Study

Autoři

ŠIMKOVÁ, Gabriela

Vydání

t ECER 2022 - The European Conference on Educational Research, 2022

Další údaje

Typ výsledku

Prezentace na konferencích

Utajení

není předmětem státního či obchodního tajemství

Označené pro přenos do RIV

Klíčová slova anglicky

self-regulated learning; personal learning environment; online learning; quasi-experimental study; Online Self-Regulated Learning Questionnaire; pretest; postest; in-depth interviews

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 12. 10. 2022 12:21, Mgr. Gabriela Mayerová

Anotace

V originále

Self-regulated learning is commonly described as a process in which a student acts as a crucial independent element. The student sets own educational goals, selects information and learning resources needed to achieve set goals, decides what tools and procedures will be used for studying. The self-regulated student can manage the whole learning process, involving self-reflection. (Zimmerman, 2002). There are studies demonstrating that the ability to self-regulate our learning is a key factor in predicting the academic achievement of college students in an online learning environment (Cazan, 2014). At the same time learning online requires using such abilities, which are considered to be the essence of self-regulation (Carter et al., 2020) - student's ability to take control of his or her own learning process, which he or she actively reflect, adjust and retrospectively evaluate if necessary. Our objective is to design such online environment that can stimulate these skills. The main research question is as follows - Is there a change in self-regulated skill level at undergraduate students due to the specific e-learning environment? We are going to design personal learning environment (Dabbagh & Kitsantas, 2012) that should encourage the assumptions of social constructivism - groups of students construct knowledge for each other and collaboratively create small cultures of shared artefacts with shared meanings.

Citovat

ŠIMKOVÁ, Gabriela. Fostering Self-Regulated Learning Online: A Quasi-Experimental Study. In t ECER 2022 - The European Conference on Educational Research. 2022.

@proceedings{2224323,
   author = {Šimková, Gabriela},
   booktitle = {t ECER 2022 - The European Conference on Educational Research},
   keywords = {self-regulated learning; personal learning environment; online learning; quasi-experimental study; Online Self-Regulated Learning Questionnaire; pretest; postest; in-depth interviews},
   title = {Fostering Self-Regulated Learning Online: A Quasi-Experimental Study},
   year = {2022}
}

TY  - CONF
ID  - 2224323
AU  - Šimková, Gabriela
PY  - 2022
TI  - Fostering Self-Regulated Learning Online: A Quasi-Experimental Study
KW  - self-regulated learning
KW  - personal learning environment
KW  - online learning
KW  - quasi-experimental study
KW  - Online Self-Regulated Learning Questionnaire
KW  - pretest
KW  - postest
KW  - in-depth interviews
N2  - Self-regulated learning is commonly described as a process in which a student acts as a crucial independent element. The student sets own educational goals, selects information and learning resources needed to achieve set goals, decides what tools and procedures will be used for studying. The self-regulated student can manage the whole learning process, involving self-reflection. (Zimmerman, 2002). There are studies demonstrating that the ability to self-regulate our learning is a key factor in predicting the academic achievement of college students in an online learning environment (Cazan, 2014). At the same time learning online requires using such abilities, which are considered to be the essence of self-regulation (Carter et al., 2020) - student's ability to take control of his or her own learning process, which he or she actively reflect, adjust and retrospectively evaluate if necessary. Our objective is to design such online environment that can stimulate these skills. The main research question is as follows - Is there a change in self-regulated skill level at undergraduate students due to the specific e-learning environment? We are going to design personal learning environment (Dabbagh & Kitsantas, 2012) that should encourage the assumptions of social constructivism - groups of students construct knowledge for each other and collaboratively create small cultures of shared artefacts with shared meanings.
ER  -

ŠIMKOVÁ, Gabriela. Fostering Self-Regulated Learning Online: A Quasi-Experimental Study. In \textit{t ECER 2022 - The European Conference on Educational Research}. 2022.

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