How can educators create a learner-centered online learning environment that can motivate self-regulated learning (SRL) among students amid the COVID-19 pandemic?
- What is the status of the students’ self-regulatory skills?
- What existing learner-centered approach strategies can be assessed to verify its effectiveness in promoting self-regulated learning in an online environment?
- What learner-centered approach strategies can be modified/developed and implemented to promote self-regulated learning in an online environment?
Online Education, an example of Distance Education (DE) is currently the most common mode of education as schools and universities were ordered to be closed to stop the spread of COVID-19 virus. Many educators are convinced that educational institutions should use the latest and learner-friendly technologies in order to help the learners cope in the new set-up. Nevertheless, in addition to considering the technology that teachers can use, teachers also need to make sure that students possess the right skills that can help them thrive in an online learning environment. Furthermore, teachers should also take part in developing these necessary skills. In line with this, according to Adam et al. (2017), learners need to have self-regulated learning (SRL) skills to effectively learn through Online Education. By definition, SRL is the process in which learners turn their mental ability into academic skills. These abilities control student’s own thoughts, feelings, motivations, and actions within an environment in regard to self-regulation. Simply put, Self-Regulated Learning skills enable students to become the master of their own learning.
The research purposes of this study are based on Zimmerman’s (1989) sub-processes of SRL as well as the four dimensions that students can self-regulate. Hence, this study looked into the current status of student’s SRL skills. In this regard, it would be important to point out that the students assessed for this study are currently taking their classes online. Additionally, the study also investigated the current learner-centered approach strategies that teachers commonly use and assessed whether it can promote or enhance the learners’ Self-Regulated Learning skills or not. Accordingly, the sample of this study was composed of a total of 150 students.The research approach utilized in this study is mixed methods since the study utilized survey and interview.
The findings for the quantitative part of the paper were analyzed through descriptive statistics particularly frequency which can determine which among the following aspects of SRL is most evident among the students: environment structuring, goal setting, time management, help-seeking, task strategies, and self-evaluation. The findings for the qualitative research on the other hand, were analyzed through thematic analysis in order to make sense of collective experiences of participants with regard to online learning. The findings in both the quantitative and qualitative part of the study were used to answer the research questions of this study. (Discussion of the result of research)