Main Article Content
Self- regulated learning skills (SRL) are deemed essential for survival in the 21st century and should be developed among students by providing the opportunities of beyond school connectivity (Jaclyn Broadbent, 2017; Uz & Uzun, 2018). Current study is a case study of Edopia School, utilizing Learning Management System (LMS) and face-to-face interaction in an aim to develop SRL skills among students. Therefore, this research was conducted to find out the level of the SRL skills among the students and record their views about the provision of LMS for beyond school connectivity and its role in the development of SRL Skills. Motivated Strategies for Learning Questionnaire (MSLQ) was administered to assess the level of SRL skills followed by focus group discussions to gather views of the students. It was found that LMS helped the learners in developing SRL skills with the mean score of 5.45, 5.7 and 5.5 on three components of MSLQ. During focus group discussion students highlighted the learning environment of the school, student- teacher ratio and parental involvement as motivating factors for the development of SRL skills.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Alexander, P. A., Graham, S., & Harris, K. R. (1998). A perspective on strategy research: Progress and prospects. Educational Psychology Review, 10(2), 129–154. https://doi.org/10.1023/A:1022185502996
Arney, L. (1672). Liz Arney: Go Blended! : A Handbook for Blending Technology in Schools (Paperback); 2015 Edition. Liz Arney.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory (pp. xiii, 617). Prentice-Hall, Inc.
Boekaerts, M. (2002). Motivation To Learn. Educational Practices Series.
Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13. https://doi.org/10.1016/j.iheduc.2015.04.007
Broadbent, Jaclyn. (2017). Comparing online and blended learner’s self-regulated learning strategies and academic performance. The Internet and Higher Education, 33, 24–32. https://doi.org/10.1016/j.iheduc.2017.01.004
Bronson, M. B. (2000). Recognizing and Supporling lhe Developmenl of Self-Regulalion in Young Children. Young Children, 6.
Brown, A. D. (1999). Implementing Information Technology in the NHS: The Role of Narrative. Health Services Management Research, 12(2), 109–120. https://doi.org/10.1177/095148489901200204
Dabbagh, N., & Kitsantas, A. (2013). Using Learning Management Systems as Metacognitive Tools to Support Self-Regulation in Higher Education Contexts. International Handbook of Metacognition and Learning Technologies, 197–211. https://doi.org/10.1007/978-1-4419-5546-3_14
Grolnick, W. S., Raftery-Helmer, J. N., Marbell, K. N., Flamm, E. S., Cardemil, E. V., & Sanchez, M. (n.d.). Parental Provision of Structure: Implementation and Correlates in Three Domains. 31.
Grolnick, W. S., & Slowiaczek, M. L. (1994). Parents’ Involvement in Children’s Schooling: A Multidimensional Conceptualization and Motivational Model. Child Development, 65(1), 237–252. https://doi.org/10.2307/1131378
Hariri, M. (2013, May 7). Effective Use of LMS (Learning Management System) in Teaching Graduate Geology Course at KFUPM, Saudi Arabia. https://doi.org/10.1109/ECONF.2013.27
ISTE Standards for Educators | ISTE. (n.d.). Retrieved January 5, 2021, from https://www.iste.org/standards/for-educators
Jachin, N., & Usagawa, T. (2017). Potential Impact of Blended Learning on Teacher Education in Mongolia. Creative Education, 08(09), 1481–1494. https://doi.org/10.4236/ce.2017.89104
Kalinga, E., Blekinge tekniska högskola, & Sektionen för planering och mediedesign. (2010). Development of an interactive e-learning management system (e-LMS) for Tanzanian secondary schools. Blekinge Institute of Technology.
Learning Online: What Research Tells Us About Whether, When and How. (n.d.). Routledge & CRC Press. Retrieved January 5, 2021, from https://www.routledge.com/Learning-Online-What-Research-Tells-Us-About-Whether-When-and-How/Means-Bakia-Murphy/p/book/9780415630290
Mtebe, J. S. (n.d.). Learning Management System success: Increasing Learning Management System usage in higher education in sub-Saharan Africa. 14.
NETP17.pdf. (n.d.). Retrieved January 5, 2021, from https://tech.ed.gov/files/2017/01/NETP17.pdf
Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00422
Pintrich, P. R. (2004). A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students. Educational Psychology Review, 16(4), 385–407. https://doi.org/10.1007/s10648-004-0006-x
Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education Theory, research, and applications. Englewood Cliffs, NJ Prentice Hall. - References—Scientific Research Publishing. (n.d.). Retrieved December 17, 2020, from https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/reference/ReferencesPapers.aspx?ReferenceID=364058
Pintrich, P. R., & And Others. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). https://eric.ed.gov/?id=ED338122
Radygin, V. Y., Lukyanova, N. V., & Kupriyanov, D. Y. (2017). LMS in university for in-class education: Synergy of free software, competitive approach and social networks technology. 020015. https://doi.org/10.1063/1.4972435
Roll, I., & Winne, P. H. (2015). Understanding, evaluating, and supporting self-regulated learning using learning analytics. Journal of Learning Analytics, 2(1), 7–12. https://doi.org/10.18608/jla.2015.21.2
Schraw, G. (2006). Knowledge: Structures and Processes. In Handbook of educational psychology (pp. 245–263). Lawrence Erlbaum Associates Publishers.
Schunk, D. H., & Zimmerman, B. J. (Eds.). (1994). Self-regulation of learning and performance: Issues and educational applications (pp. xi, 329). Lawrence Erlbaum Associates, Inc.
Sergiovanni, T. (1994). Changing Our Theory of Schooling. Management in Education, 8(1), 9–11. https://doi.org/10.1177/089202069400800105
Shea, P., & Bidjerano, T. (2010). Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments. Computers & Education, 55, 1721–1731. https://doi.org/10.1016/j.compedu.2010.07.017
Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. Undefined. /paper/Connectivism%3A-A-Learning-Theory-for-the-Digital-Age-Siemens/f87c61b964e32786e06c969fd24f5a7d9426f3b4
So, H.-J., & Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & Education, 51(1), 318–336. https://doi.org/10.1016/j.compedu.2007.05.009
Thornbury, S. (2017a). Scott Thornbury’s 30 Language Teaching Methods Google EBook: Cambridge Handbooks for Language Teachers. Cambridge University Press.
Thornbury, S. (2017b). Scott Thornbury’s 30 Language Teaching Methods Google EBook: Cambridge Handbooks for Language Teachers. Cambridge University Press.
Ullah, I., Marwat, K., Din, A., Khan, A., & Shah, S. (2017). Impact of various factors on student’s attitude towards adoption of Learning Management System (LMS) in Pakistan.
Uz, R., & Uzun, A. (2018). The Influence of Blended Learning Environment on Self-Regulated and Self-Directed Learning Skills of Learners. European Journal of Educational Research, 7(4), 877–886.
Wagner, T. (2010). The Global Achievement Gap: Why Even Our Best Schools Don’t Teach the New Survival Skills Our Children Need-And What We Can Do About It (First Trade Paper Edition). Basic Books.
Yin, R. K. (2017). Case Study Research and Applications: Design and Methods. SAGE Publications.
Zee, M., & Bree, E. (2016). Students’ self-regulation and achievement in basic reading and math skills: The role of student–teacher relationships in middle childhood. European Journal of Developmental Psychology, 14, 1–16. https://doi.org/10.1080/17405629.2016.1196587
Zimmerman, B. J., & Bandura, A. (1994). Impact of Self-Regulatory Influences on Writing Course Attainment. American Educational Research Journal, 31(4), 845–862. https://doi.org/10.3102/00028312031004845