The Effectiveness of Teaching Self-regulatory Strategies on Readiness for E-learning and Self-directed Learning in Students Studying in Virtual Courses
Subject Areas : LearningKobra Faridia 1 , Akbar Rezaei 2 , Javad Mesrabadi 3
1 - Elementary school teacher, M.A. in Educational Psychology, Tabriz Branch, Payame Noor University, Tabriz, Iran
2 - Professor, Department of psychology, Payame Noor University, Tehran, Iran
3 - Professor of Educational Psychology, Department of psychology, Faculty of Education and Psychology, Azarbaijan University of Shahid Madani, Tabriz, Iran
Keywords: self-directed learning, Students, E-Learning, Self-Regulatory Strategies,
Abstract :
The purpose of this study was to evaluate the effectiveness of teaching self-regulatory strategies on readiness for E-learning and self-directed learning in students studying in virtual courses. The research method was a quasi-experimental design with a pre-protest and control group. The statistical population consisted of all psychology students of the virtual courses of Payame Noor University of Tabriz in the academic year 2020-2021. Thirty students were selected as the sample by convenience sampling method according to the inclusion and exclusion criteria and were randomly assigned into intervention and control groups (15 students in each group). The training package of self-regulatory learning strategies (Karami, Karami & Hashemi, 2013) for the experimental group was implemented in 8 one-hour sessions. Self-directed Learning Questionnaire (Fisher, King, & Tague, 2001), and E‐Learning Readiness Questionnaire (Watkins, Leigh & Triner, 2004) were used as the evaluation tools in the pre-test, and post-test. Finally, the data were analyzed by SPSS software version 25 using analysis of covariance. The results showed that teaching self-regulatory strategies were effective on students' readiness for e-learning and self-directed learning. According to these findings, teaching self-regulatory strategies for students in E-learning courses is recommended to increase readiness for E-learning and self-directed learning. . .
آتشی، وجیهه؛ شیخ ابو مسعودی، روح اله؛ مقیمیان، مریم؛ هاشمی، مریم السادات؛ کریمی، طیبه؛ فهیمه، کاشانی و یادگارفرر، قاسم (1396). بررسی تاثیر آموزش الکترونیکی بر کیفیت زندگی بیماران مبتلا به سکته مغزی. مجله سلامت و مراقبت. 19(1)، 30-38.
رجبپور، ابراهیم و بابااحمدی، سارا (1392). تعیین درجه آمادگیِ پذیرش یادگیری الکترونیکی در دانشگاه خلیج فارس. مطالعات مدیریت کسب و کار هوشمند، 2(5)، 19-40.
رحمانی، عبدالرزاق؛ عبدالوهابی، مرضیه؛ جلالی فرد، سعیده و محمدی، رویا (1399). بررسی آمادگی الکترونیکی استفاده از شبکه‌های اجتماعی مجازی در یادگیری مهارت‌های زبان (مطالعة موردی زبان عربی دانشجویان دانشگاه شیراز). مجله پژوهش و نگارش کتب دانشگاهی، 24(46)، 95-113.
سلطانی عربشاهی، سید کامران و نعیمی، لیلا (1392). بررسی وضعیت موجود مهارت های یادگیری خود راهبر در دانشجویان پزشکی. مجله علوم پزشکی رازی، ۲۰(۱۱۳)، ۱۰-۱۹.
علیزاده، نادی؛ پیله وری، نازنین و البرزی، محمود (1398). تجزیه و تحلیل معیارهای بهبود سرویسهای یادگیری الکترونیکی مبتنی بر محاسبات ابری با استفاده از تکنیک دیمتل، فصلنامه آینده پژوهی مدیریت، 30(118)، 159-174.
قریشی، منا؛ منشئی، غلامرضا؛ نادی، محمد علی و سعیدیان، نرگس (1395). بررسی اثر بخشی مدل بومی یادگیری الکترونیکی بر خودراهبری بر یادگیری الکترونیکی دانشجویان، مجله روشها و مدلها روانشناختی، 7(24)، 55-70.
قمی، مهین؛ مسلمی، زهرا و محمدی، سیدداود (1395). بررسی رابطه راهبردهای فراشناختی با یادگیری خودراهبر در بین دانشجویان دانشگاه علوم پزشکی قم، نشریه راهبردهای آموزش در علوم پزشکی، 9(4)، ۲۴۸-۲۵۹.
کرمی، بختیار؛ کرمی، آزادالله و هاشمی، نظام (1392). اثربخشی آموزش راهبردهای شناختی و فراشناختی بر خلاقیت، انگیزه پیشرفت و خودپندارۀ تحصیلی، مجله ابتکار و خلاقیت در علوم انسانی، 2(4)، 121-137.
ملکی مرشت، منظر؛ قلعهای، علیرضا؛ موسوی، سیدامین (1391). بررسی میزان آمادگی دانشجویان ارومیه برای شرکت در نظام یادگیری الکترونیک، فصلنامه دانششناسی، 5(18)، 123-141.
مهقانی جمال الدین، سعید و جناآبادی، حسین (1398). اثربخشی آموزش راهبردهای یادگیری خودتنظیمی بر انگیزه پیشرفت تحصیلی دانشآموزان دارای اختلال یادگیری. دوفصلنامه راهبردهای شناختی در یادگیری، 7(12)، 1-15.
نادی، محمد علی و سجادیان، ایلناز (1390). اعتباریابی مقیاس آمادگی برای خودراهبری در یادگیری برای دانشجویان پزشکی و دندانپزشکی. مجله ایرانی آموزش در علوم پزشکی، ۱۱(۲)، ۱۷۴-۱۸۲.
واحدی، مجید (1399). تأثیر آمادگی یادگیری الکترونیکی بر راهبردهای یادگیری خودتنظیمی و تمایل رفتاری دانشجویان به یادگیری تحت وب: نقش واسطه‌ای باورهای انگیزشی. دوماهنامه علمی- پژوهشی راهبردهای آموزش در علوم پزشکی، ۱۳(۲)، ۱۳۳-۱۴۲.
یوسفی، علیرضا و گردان‌شکن، مریم (1389). مروری بر توسعه یادگیری خودراهبر. مجله ایرانی آموزش در علوم پزشکی، ۱۰(۵)، ۷۷۶-۷۸۳.
Alizadeh, N., Pilevari, N., & Alborzi, M. (2019). Analysis of the criteria for improving electronic learning services based on cloud computing using DEMETLIC technique. Journal of Management Futures Research, 30(118): 159-174 [In Persian].
Atashi, V., Sheikh Abumasoudi, R., Moghimian, M., Hashemi, M. S., Karimi, T., Kashani, F., & Yadegarfar, G. h. (2017). The Effect of E-Learning on the Quality of Life of Patients with Stroke. Journal of Health and Care, 19(1): 30- 38 [In Persian].
Badri, M., Al Rashedi, A., Yang, G., Mohaidat, J., & Al Hammadi, A. (2016). Students’ intention to take online courses in high school: A structural equation model of causality and determinants. Education and Information Technologies, 21(2): 471-497.
Barbour, M., Davis, N., & Wenmoth, D. (2013). Networked Schools in New Zealand: Examples from the Virtual Learning Network. In Society for Information Technology & Teacher Education International Conference (pp. 4102-4107). Association for the Advancement of Computing in Education (AACE).
Baticulon, R. E., Alberto, N. R. I., Baron, M. B. C., Mabulay, R. E. C., Rizada, L. G. T., Sy, J. J., ... & Reyes, J. C. B. (2020). Barriers to online learning in the time of COVID-19: A national survey of medical students in the Philippines. medRxiv. Retrieved from.
https://www.medrxiv.org/content/10.1101/2020.07.16.20155747v1.full.pdf
Baxter, E, & MacDonald, H. (2015). Academic Delay of Grati - fication in female College Students: Implications for Academic Functioning. Proceeding of conference of association for women in psychology. Association for women in psychology conference, 2(1): 5-8.
Broadbent, J. (2017). Comparing online and blended learner's self-regulated learning strategies and academic performance. The Internet and Higher Education, 33, 24-32.
Cadorin, L., Bressan, V., & Palese, A. (2017). Instruments evaluating the self-directed learning abilities among nursing students and nurses: a systematic review of psychometric properties. BMC medical education, 17(1): 1-13.
Chakkaravarthy, K., Ibrahim, N., Mahmud, M., Hardaker, G., & Venkatasalu, M. R. (2020). Determinants of readiness towards self-directed learning among nurses and midwives: Results from national survey. Nurse Education in Practice, 47, 102824.
Chow, A. S., & Croxton, R. A. (2017). Designing a responsive e-learning infrastructure: Systemic change in higher education. American Journal of Distance Education, 31(1): 20-42.
Deplus, S., Billieux, J., Scharff, C., & Philippot, P. (2016). A mindfulness-based group intervention for enhancing self-regulation of emotion in late childhood and adolescence: A pilot study. International Journal of Mental Health and Addiction, 14(5):775-790.
Ergün, E., & Adibatmaz, F. B. K. (2020). Exploring the Predictive Role of E-Learning Readiness and E-Learning Style on Student Engagement. Open Praxis, 12(2): 175-189.
Farazkish, M., & Montazer, G. (2019). E-Learning Readiness among Faculty Members of Iranian Universities: A Survey of 23 Universities. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 10(4): 54-64.
Fisher, M., King, J., & Tague, G. (2001). Development of a self-directed learning readiness scale for nursing education. Nurse education today, 21(7): 516-525.
Garcia, R., Falkner, K., & Vivian, R. (2018). Systematic literature review: Self-Regulated Learning strategies using e-learning tools for Computer Science. Computers & Education, 123, 150-163.
Ghomi, M., Moslemi, Z., & Mohammadi, S. D. (2016). The relationship between metacognitive strategies with self-directed learning among students of Qom University of Medical Sciences. Education Strategies in Medical Sciences, 9(4), 248-259 [In Persian].
Ghoraishi, M., Menshaei, G., nadi, M., & Saeedian, N. (2016). Effectiveness of Local Model of E-Learning on Self-Direction of Students’ Learning. Psychological Methods and Models, 7(24), 55-70 [In Persian].
Inan, F., Yukselturk, E., Kurucay, M., & Flores, R. (2017). The impact of self-regulation strategies on student success and satisfaction in an online course. International Journal on E-learning, 16(1): 23-32.
Kalita, S., & Das, S. (2015). Use of ICT in distance higher education with special reference to institute of distance and open learning of Gauhati university. Journal of Process Management. New Technologies, 3(3): 104-111.
Karami, B., Allah Karami, A., & Hashemi, N. (2013). Effectiveness of cognitive and metacognitive strategies training on creativity, achievement motive and academic self-concept. Journal of Innovation and Creativity in Human Science, 2(4): 121-140 [In Persian].
Mahghani Jamalaldin, S., & Janaabadi, H. (2019). The effectiveness of teaching self-regulatory learning strategies on student's achievement achievement achievement in students with learning disabilities. Biquarterly Journal of Cognitive Strategies in Learning, 7(12): 1-15[In Persian].
Maleki Marasht, M., Ghalaei, A., & Mousavi, S. (2012). Investigating the level of the readiness of Urmia University Students for participating in E- Learning System. Quarterly Journal of Knowledge Studies, 5(18): 123-139 [In Persian].
Mseleku, Z. (2020). A Literature Review of E-Learning and E-Teaching in the Era of Covid-19 Pandemic. International Journal of Innovative Science and Research Technology, 5(10): 588-597.
Nadi, M. A., & Sajjadian, I. (2012). Investigating Validity and Reliability of Guglielmino s Self-directed Learning Readiness Scale (SDLRS) among Medical and Dentistry Students. Iranian Journal of Medical Education, 12(6): 467-79 [In Persian].
Ngampornchai, A., & Adams, J. (2016). Students’ acceptance and readiness for E-learning in Northeastern Thailand. International Journal of Educational Technology in Higher Education, 13(1): 1-13.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1): 33-46.
Rahiem, M. D. (2020). The emergency remote learning experience of university students in indonesia amidst the COVID-19 crisis. International Journal of Learning, Teaching and Educational Research, 19(6): 1-26.
Rahmani, A., Abdolvahabi, M., Jalali fard, S., & mohammadi, R. (2020). Electronic preparation for using social and virtual networks in learning language skills (Case Study: Arabic language of Shiraz University Students). University Textbooks; Research and Writting, 24(46): 95-113 [In Persian].
Rajab Pour, E., & Baba Ahmadi, S. (2013). Determining the degree of readiness to accept e-learning in the Persian Gulf University. Intelligent Business Management Studies, 2(5): 19-40 [In Persian].
Saeid, N., & Mehrabi, M. (2015). The Effects of Cognitive and Meta-Cognitive Strategies Training on Self-directed Learning Readiness, Interdisciplinary Journal of Virtual Learning in Medical Sciences, 6(1): 39-47.
Soltani Arabshahi, S. K., & Naeimi, L. (2013). Assessment of the current situation of-self-directed learning skills in medical students. Razi Journal of Medical Sciences, 20(113): 10-19 [In Persian].
Sun, T., & Wang, C. (2020). College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language. System, 90, 102221.
Tunmibi, S., Aregbesola, A., Adejobi, P., & Ibrahim, O. (2015). Impact of E-Learning and Digitalization in Primary and Secondary Schools. Journal of Education and Practice, 6(17): 53-58.
Vahedi, M. (2020). The Effect of E-Learning Readiness on Self-Regulated Learning Strategies and Students’ Behavioral Tendency to Web-based Learning: The Mediating Role of Motivational Beliefs. Education Strategies in Medical Sciences, 13(2): 133-142 [In Persian].
Wang, C. H., Shannon, D. M., & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3): 302-323.
Watkins, R., Leigh, D., & Triner, D. (2004). Assessing readiness for e‐learning. Performance Improvement Quarterly, 17(4): 66-79.
Wei, H. C., & Chou, C. (2020). Online learning performance and satisfaction: do perceptions and readiness matter? Distance Education, 41(1): 48-69.
Wong, J., Baars, M., Davis, D., Van Der Zee, T., Houben, G. J., & Paas, F. (2019). Supporting self-regulated learning in online learning environments and MOOCs: A systematic review. International Journal of Human–Computer Interaction, 35(4-5): 356-373.
Yavuzalp, N., & Bahcivan, E. (2021). A structural equation modeling analysis of relationships among university students’ readiness for e-learning, self-regulation skills, satisfaction, and academic achievement. Research and Practice in Technology Enhanced Learning, 16(1): 1-17.
Yousefy, A., & Gordanshekan, M. (2011). A review on development of self-directed learning. Iranian Journal of Medical Education, 10(5): 776-783 [In Persian].
_||_Alizadeh, N., Pilevari, N., & Alborzi, M. (2019). Analysis of the criteria for improving electronic learning services based on cloud computing using DEMETLIC technique. Journal of Management Futures Research, 30(118): 159-174 [In Persian].
Atashi, V., Sheikh Abumasoudi, R., Moghimian, M., Hashemi, M. S., Karimi, T., Kashani, F., & Yadegarfar, G. h. (2017). The Effect of E-Learning on the Quality of Life of Patients with Stroke. Journal of Health and Care, 19(1): 30- 38 [In Persian].
Badri, M., Al Rashedi, A., Yang, G., Mohaidat, J., & Al Hammadi, A. (2016). Students’ intention to take online courses in high school: A structural equation model of causality and determinants. Education and Information Technologies, 21(2): 471-497.
Barbour, M., Davis, N., & Wenmoth, D. (2013). Networked Schools in New Zealand: Examples from the Virtual Learning Network. In Society for Information Technology & Teacher Education International Conference (pp. 4102-4107). Association for the Advancement of Computing in Education (AACE).
Baticulon, R. E., Alberto, N. R. I., Baron, M. B. C., Mabulay, R. E. C., Rizada, L. G. T., Sy, J. J., ... & Reyes, J. C. B. (2020). Barriers to online learning in the time of COVID-19: A national survey of medical students in the Philippines. medRxiv. Retrieved from.
https://www.medrxiv.org/content/10.1101/2020.07.16.20155747v1.full.pdf
Baxter, E, & MacDonald, H. (2015). Academic Delay of Grati - fication in female College Students: Implications for Academic Functioning. Proceeding of conference of association for women in psychology. Association for women in psychology conference, 2(1): 5-8.
Broadbent, J. (2017). Comparing online and blended learner's self-regulated learning strategies and academic performance. The Internet and Higher Education, 33, 24-32.
Cadorin, L., Bressan, V., & Palese, A. (2017). Instruments evaluating the self-directed learning abilities among nursing students and nurses: a systematic review of psychometric properties. BMC medical education, 17(1): 1-13.
Chakkaravarthy, K., Ibrahim, N., Mahmud, M., Hardaker, G., & Venkatasalu, M. R. (2020). Determinants of readiness towards self-directed learning among nurses and midwives: Results from national survey. Nurse Education in Practice, 47, 102824.
Chow, A. S., & Croxton, R. A. (2017). Designing a responsive e-learning infrastructure: Systemic change in higher education. American Journal of Distance Education, 31(1): 20-42.
Deplus, S., Billieux, J., Scharff, C., & Philippot, P. (2016). A mindfulness-based group intervention for enhancing self-regulation of emotion in late childhood and adolescence: A pilot study. International Journal of Mental Health and Addiction, 14(5):775-790.
Ergün, E., & Adibatmaz, F. B. K. (2020). Exploring the Predictive Role of E-Learning Readiness and E-Learning Style on Student Engagement. Open Praxis, 12(2): 175-189.
Farazkish, M., & Montazer, G. (2019). E-Learning Readiness among Faculty Members of Iranian Universities: A Survey of 23 Universities. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 10(4): 54-64.
Fisher, M., King, J., & Tague, G. (2001). Development of a self-directed learning readiness scale for nursing education. Nurse education today, 21(7): 516-525.
Garcia, R., Falkner, K., & Vivian, R. (2018). Systematic literature review: Self-Regulated Learning strategies using e-learning tools for Computer Science. Computers & Education, 123, 150-163.
Ghomi, M., Moslemi, Z., & Mohammadi, S. D. (2016). The relationship between metacognitive strategies with self-directed learning among students of Qom University of Medical Sciences. Education Strategies in Medical Sciences, 9(4), 248-259 [In Persian].
Ghoraishi, M., Menshaei, G., nadi, M., & Saeedian, N. (2016). Effectiveness of Local Model of E-Learning on Self-Direction of Students’ Learning. Psychological Methods and Models, 7(24), 55-70 [In Persian].
Inan, F., Yukselturk, E., Kurucay, M., & Flores, R. (2017). The impact of self-regulation strategies on student success and satisfaction in an online course. International Journal on E-learning, 16(1): 23-32.
Kalita, S., & Das, S. (2015). Use of ICT in distance higher education with special reference to institute of distance and open learning of Gauhati university. Journal of Process Management. New Technologies, 3(3): 104-111.
Karami, B., Allah Karami, A., & Hashemi, N. (2013). Effectiveness of cognitive and metacognitive strategies training on creativity, achievement motive and academic self-concept. Journal of Innovation and Creativity in Human Science, 2(4): 121-140 [In Persian].
Mahghani Jamalaldin, S., & Janaabadi, H. (2019). The effectiveness of teaching self-regulatory learning strategies on student's achievement achievement achievement in students with learning disabilities. Biquarterly Journal of Cognitive Strategies in Learning, 7(12): 1-15[In Persian].
Maleki Marasht, M., Ghalaei, A., & Mousavi, S. (2012). Investigating the level of the readiness of Urmia University Students for participating in E- Learning System. Quarterly Journal of Knowledge Studies, 5(18): 123-139 [In Persian].
Mseleku, Z. (2020). A Literature Review of E-Learning and E-Teaching in the Era of Covid-19 Pandemic. International Journal of Innovative Science and Research Technology, 5(10): 588-597.
Nadi, M. A., & Sajjadian, I. (2012). Investigating Validity and Reliability of Guglielmino s Self-directed Learning Readiness Scale (SDLRS) among Medical and Dentistry Students. Iranian Journal of Medical Education, 12(6): 467-79 [In Persian].
Ngampornchai, A., & Adams, J. (2016). Students’ acceptance and readiness for E-learning in Northeastern Thailand. International Journal of Educational Technology in Higher Education, 13(1): 1-13.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1): 33-46.
Rahiem, M. D. (2020). The emergency remote learning experience of university students in indonesia amidst the COVID-19 crisis. International Journal of Learning, Teaching and Educational Research, 19(6): 1-26.
Rahmani, A., Abdolvahabi, M., Jalali fard, S., & mohammadi, R. (2020). Electronic preparation for using social and virtual networks in learning language skills (Case Study: Arabic language of Shiraz University Students). University Textbooks; Research and Writting, 24(46): 95-113 [In Persian].
Rajab Pour, E., & Baba Ahmadi, S. (2013). Determining the degree of readiness to accept e-learning in the Persian Gulf University. Intelligent Business Management Studies, 2(5): 19-40 [In Persian].
Saeid, N., & Mehrabi, M. (2015). The Effects of Cognitive and Meta-Cognitive Strategies Training on Self-directed Learning Readiness, Interdisciplinary Journal of Virtual Learning in Medical Sciences, 6(1): 39-47.
Soltani Arabshahi, S. K., & Naeimi, L. (2013). Assessment of the current situation of-self-directed learning skills in medical students. Razi Journal of Medical Sciences, 20(113): 10-19 [In Persian].
Sun, T., & Wang, C. (2020). College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language. System, 90, 102221.
Tunmibi, S., Aregbesola, A., Adejobi, P., & Ibrahim, O. (2015). Impact of E-Learning and Digitalization in Primary and Secondary Schools. Journal of Education and Practice, 6(17): 53-58.
Vahedi, M. (2020). The Effect of E-Learning Readiness on Self-Regulated Learning Strategies and Students’ Behavioral Tendency to Web-based Learning: The Mediating Role of Motivational Beliefs. Education Strategies in Medical Sciences, 13(2): 133-142 [In Persian].
Wang, C. H., Shannon, D. M., & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3): 302-323.
Watkins, R., Leigh, D., & Triner, D. (2004). Assessing readiness for e‐learning. Performance Improvement Quarterly, 17(4): 66-79.
Wei, H. C., & Chou, C. (2020). Online learning performance and satisfaction: do perceptions and readiness matter? Distance Education, 41(1): 48-69.
Wong, J., Baars, M., Davis, D., Van Der Zee, T., Houben, G. J., & Paas, F. (2019). Supporting self-regulated learning in online learning environments and MOOCs: A systematic review. International Journal of Human–Computer Interaction, 35(4-5): 356-373.
Yavuzalp, N., & Bahcivan, E. (2021). A structural equation modeling analysis of relationships among university students’ readiness for e-learning, self-regulation skills, satisfaction, and academic achievement. Research and Practice in Technology Enhanced Learning, 16(1): 1-17.
Yousefy, A., & Gordanshekan, M. (2011). A review on development of self-directed learning. Iranian Journal of Medical Education, 10(5): 776-783 [In Persian].
