INVESTIGATING SELF-REGULATED LEARNING STRATEGIES FOR DIGITAL LEARNING RELEVANCY
Purpose: The rise of digital learning and the prevalence of affordable devices are convenient for young adults who are accustomed to using their digital devices for almost everything such as communication, collaboration, and accessing multiple sources of information for solutions. However, the lack...
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| Published in | Malaysian journal of learning & instruction Vol. 18; no. 1; pp. 29 - 64 |
|---|---|
| Main Authors | , , |
| Format | Journal Article |
| Language | English |
| Published |
Kedah Darul Alam
Universiti Utara Malaysia
2021
Universiti Utara Malaysia Press UUM Press |
| Subjects | |
| Online Access | Get full text |
| ISSN | 1675-8110 2180-2483 |
| DOI | 10.32890/mjli2021.18.1.2 |
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| Abstract | Purpose: The rise of digital learning and the prevalence of affordable devices are convenient for young adults who are accustomed to using their digital devices for almost everything such as communication, collaboration, and accessing multiple sources of information for solutions. However, the lack of ability to self-regulate learning processes has led to poor learning performance among undergraduates. Therefore, this study examined the effects of self-regulated learning strategies (SRLS) on learning performance among Malaysian IT undergraduates. Methodology: A sample of IT undergraduates from private higher education institutions in Malaysia participated in the study. Quantitative data from a total of 563 respondents was collected through questionnaire surveys and analysed using PLS-SEM. The common method variance was utilized in this paper. Findings: The findings of this study constitute essential results that three out of four SRLS domains (cognitive engagement, resource management, and motivational beliefs) positively influenced the students’ perception of learning performance. Significance: This study provides insight into the best SRLS to excel in digital learning for deeper learning particularly in the Malaysian context. Implications of the findings on higher education institutions as well as recommendations for future research are discussed. |
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| AbstractList | Purpose: The rise of digital learning and the prevalence of affordable devices are convenient for young adults who are accustomed to using their digital devices for almost everything such as communication, collaboration, and accessing multiple sources of information for solutions. However, the lack of ability to self-regulate learning processes has led to poor learning performance among undergraduates. Therefore, this study examined the effects of self-regulated learning strategies (SRLS) on learning performance among Malaysian IT undergraduates. Methodology: A sample of IT undergraduates from private higher education institutions in Malaysia participated in the study. Quantitative data from a total of 563 respondents was collected through questionnaire surveys and analysed using PLS-SEM. The common method variance was utilized in this paper. Findings: The findings of this study constitute essential results that three out of four SRLS domains (cognitive engagement, resource management, and motivational beliefs) positively influenced the students’ perception of learning performance. Significance: This study provides insight into the best SRLS to excel in digital learning for deeper learning particularly in the Malaysian context. Implications of the findings on higher education institutions as well as recommendations for future research are discussed. Purpose: The rise of digital learning and the prevalence of affordable devices are convenient for young adults who are accustomed to using their digital devices for almost everything such as communication, collaboration, and accessing multiple sources of information for solutions. However, the lack of ability to self-regulate learning processes has led to poor learning performance among undergraduates. Therefore, this study examined the effects of self-regulated learning strategies (SRLS) on learning performance among Malaysian IT undergraduates. Methodology: A sample of IT undergraduates from private higher education institutions in Malaysia participated in the study. Quantitative data from a total of 563 respondents was collected through questionnaire surveys and analysed using PLS-SEM. The common method variance was utilized in this paper. Findings: The findings of this study constitute essential results that three out of four SRLS domains (cognitive engagement, resource management, and motivational beliefs) positively influenced the students’ perception of learning performance. Significance: This study provides insight into the best SRLS to excel in digital learning for deeper learning particularly in the Malaysian context. Implications of the findings on higher education institutions as well as recommendations for future research are discussed. |
| Audience | Higher Education Postsecondary Education |
| Author | Anthonysamy, Lilian Soon Hin, Hew Ah Choo, Koo |
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| Cites_doi | 10.1088/1475-7516/2016/04/002 10.1146/annurev-psych-120710-100452 10.1016/j.iheduc.2017.01.004 10.1080/03075079.2015.1005590 10.1016/j.lindif.2014.11.001 10.1016/j.iheduc.2008.10.005 10.1088/1475-7516/2018/05/006 10.1016/j.aimed.2017.05.001 10.1016/j.chb.2013.07.051 10.1088/1475-7516/2011/10/019 10.24059/olj.v23i3.1556 10.1108/EBR-11-2018-0203 10.5539/ass.v11n3p49 10.1016/j.iheduc.2015.04.007 10.1109/ISET.2017.17 10.1016/j.chb.2014.02.048 10.1016/j.compedu.2019.103728 10.1186/s12909-019-1672-1 10.1177/1745691615569000 10.1016/j.iheduc.2013.10.001 10.2307/249008 10.28945/4131. 10.1088/1475-7516/2017/01/003 10.1016/j.sbspro.2015.04.086 10.1109/ICL.2014.7017875 10.3389/fpsyg.2017.00422. 10.1016/j.iheduc.2017.04.001 10.1016/j.iheduc.2008.10.002 10.1016/j.iheduc.2016.04.001 10.1016/j.iheduc.2016.01.001 10.1515/juru.1926.1926.s6.500 10.29140/jaltcall.v14n1.222 10.1016/j.edurev.2015.11.002 10.1016/j.compedu.2017.10.003 10.1016/0361-476X(86)90027-5 10.3389/fpsyg.2017.00422 10.1016/j.edurev.2017.06.001 10.1007/s10639-017-9628-8. 10.1016/j.stueduc.2017.01.002. 10.1016/j.iheduc.2016.03.003 |
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| Title | INVESTIGATING SELF-REGULATED LEARNING STRATEGIES FOR DIGITAL LEARNING RELEVANCY |
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