Open AccessOnline Learning and Self-Regulation Strategies: Learning Guides Matter
Author(s) -
Mahir S. Al-Hawamleh,
Asmaa Alazemi,
Dina Al-Jamal,
Samar Al Shdaifat,
Zeynab Rezaei Gashti
Publication year - 2022
Publication title -
education research international
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.29
H-Index - 5
eISSN - 2090-4002
pISSN - 2090-4010
DOI - 10.1155/2022/4175854
Subject(s) - test (biology) , psychology , mathematics education , context (archaeology) , self regulated learning , covid-19 , cooperative learning , medical education , teaching method , medicine , biology , paleontology , disease , pathology , infectious disease (medical specialty)
For master’s degree students, self-regulated learning research is limited, even though the number of online learners has exploded in recent years, especially after the international COVID-19 pandemic. This study investigated the effect of a self-regulated learning guide to help students act somewhat more autonomously. To collect the data, a self-regulated learning guide along with a questionnaire and an achievement test was used. Forty master’s degree students (20 students in each group) participated in this study; they were distributed into two groups (A and B). Group A attended online classes with their instructor, while Group B students attended online classes and received the learning guide to help them pinpoint specific strategies in the given learning context. This paper presents the results obtained from the questionnaire distributed to the students and their end-of-course test results by comparing estimated with the actual performance scores. The study concluded that providing students with a learning guide helps them regulate their learning effectively.