The correlation between Self-regulated Learning Behaviors and Academic Classification for HBCU Students Participating in Online and Remote Learning Experiences
Keywords:
Environmental structuring; Online learning; Self-regulated learning; Task strategy use; Time management, technology-mediated learning
Abstract
The COVID-19 pandemic placed tremendous pressures on economic, medical, and educational infrastructures and systems around the world. Educational leaders were advised to “shutdown” schools which meant teachers and students were forbidden to gather in the same physical space to deliver and receive instruction. Pressures were transferred to technology leaders to create, maintain, and sustain technology infrastructure that depended on instructional technologies to mediate interactions among students, content, and instructors to provide learners with quality environments, experiences, and services while adhering to social distancing mandates. From a social cognitive perspective, this study is concerned with the relationship between abrupt environmental alteration created by the pandemic and the behavioral implications of deploying motivational and learning strategies empirically proven to contribute to academic success in traditional and online environments. The study showed undergraduate students at an HBCU participating in remote and online learning demonstrated slightly above average self-regulatory strategy use in environmental structuring (3.85), task strategy use (3.26), and time management (3.51). There is a statistically significant correlation between environmental structuring strategy use and academic classification; and a statistically significant correlation between time management strategy use and academic classification. This study does bring attention to environmental conditions of students served by HBCUs; and the implications of these factors on learning behaviors they rely on in technology-mediated learning environments and experiences.
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References
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3. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall, Inc.
4. Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Shu-Ling, L. (2009). Measuring self-regulation in online and blended learning environments. Internet and Higher Education, 12, 1-16.
5. Barnard, L., Paton, V., & Lan, W. (2008). Online self-regulatory learning behaviors as mediator in the relationship between online course perceptions with achievement. International Review of Research in Open and Distance Learning, 9(2), 1–11.
6. Berry, B. (2020). Teaching, learning, and caring in the post-COVID era. Phi Delta Kappan, 102(1), 14–17. https://doi.org/10.1177/0031721720956840
7. Bourdieu, P. (1990). The logic of practice (R. Nice, Trans.). Stanford: Stanford University Press.
8. Binyu, Y. & Kortecamp, K. (2020). Interventions to enhance postsecondary students’ self-regulation in online contexts: A review of the literature 2000–2020. The Quarterly Review of Distance Education, 21(1), 23–43.
9. Blumenthal, D., Fowler, E. J., Abrams, M., & Collins, S. R. (2020). Covid-19—implications for the health care system. https://www.nejm.org/doi/full/10.1056/nejmsb2021088.
10. Bruso, J. L. & Stefaniak, J. E. (2016). The use of self-regulated learning measuring questionnaires as a predictor of academic success. TechTrends, 60, 577 – 584.
11. Buckner, M. M., & Strawser, M. G. (2016). “Me"millennials and the paralysis of choice: Reigniting the purpose of higher education. Communication Education, 65(3), 361–63.
12. Bullock, H. E. & Limbert, W. M. (2009). Class. In D. Fox, I. Prilletensky, & S. Austin (Eds.) Critical Psychology: An Introduction, (2nd ed.,pp. 237-259). Los Angeles: SAGE.
13. Byman, R., & Kansanen, P. (2008). Pedagogical thinking in a student’s mind: a conceptual clarification on the basis of self-determination and volition theories. Scandinavian Journal of Educational Research, 52 (6), 603–621.
14. Chan, Roy Y. (2020). Studying Coronavirus (COVID-19) and Global Higher Education: Evidence for Future Research and Practice. Unpublished Paper.
15. Chang, H., Wang, C., Lee, M., Wu, H., Liang, J., Lee, S. W., Chiou, G., Lo, H., Lin, J., Hsu, C., Wu, Y., Chen, S., Hwang, F., & Tsai, C. (2015). A review of features of technology-supported learning environments based on participants’ perceptions. Computers in Human Behavior, 53(1), 223–237. https://doi.org/10.1016/j.chb.2015.06.042
16. Chang, W. W. (2004). A cross-cultural case study of a multinational training program in the United States and Taiwan. Adult Education Quarterly, 54(3), 174-192.
17. Cho, M. H. (2004). The effects of design strategies for promoting students’ self- regulated learning skills on students’ self-regulation and achievements in online learning environments. Association for Educational Communications and Technology, 27(1), 19–23.
18. Cleary, T. J. (2018). The self-regulated learning guide: Teaching students to think in the language of strategies. Routledge.
19. Cobb Jr., R. (2020). Developing self-regulated learning behaviors in online learning environments: A conceptual framework for inclusion. Journal of Research Initiatives, 5(2), 1 – 17. https://digitalcommons.uncfsu.edu/jri/vol5/iss2/5
20. Czeisler, M. É., Lane, R. I., Petrosky, E., Wiley, J. F., Christensen, A., Njai, R., ... & Rajaratnam, S. M. (2020). Mental health, substance use, and suicidal ideation during the COVID-19 pandemic—United States, June 24–30, 2020. Morbidity and Mortality Weekly Report, 69(32), 1049.
21. DePietro, A. (2021, February 17). Impact of Coronavirus (COVID-19) on college tuition and finances. https://www.forbes.com/sites/andrewdepietro/2020/06/02/impact-covid-19-tuition-finance/?sh=4dd9bfc24b88.
22. Dunnigan, J. E. (2018). The relationship of self-regulated learning and academic risk factors to academic performance in community college online mathematics courses. Doctoral dissertation Seattle Pacific University.
23. Durksen, T. L., Chu, M. W., Ahmad, Z. F., Radil, A. I., & Daniels, L. M. (2016). Motivation in a MOOC: A probabilistic analysis of online learners’ basic psychological needs. Social Psychology of Education, 19(2), 241–260. https://doi.org/10.1007/s11218- 015-9331-9.
24. Fan, H., Xu, J., Cai, Z., He, J., & Fan, X. (2017). Homework and students’ achievement in math and science: A 30-year meta-analysis, 1986–2015. Educational Research Review, 20, 35–54. https://doi.org/10.1016/j.edurev.2016.11.003.
25. Faulkner, P.E., Cobb, R., Ibrahim, S., & Zimmerman, T. (2020). Survival teaching tips for remote teaching laboratories during COVID-19! NACTA Journal.
26. Fischer, K. (2020). Confronting the Seismic Impact of COVID-19: The Need For Research. Journal of International Students, 10(2), i-ii. https://doi.org/10.32674/jis.v10i2.2134.
27. Foresman, B. (2020, March 24). Here are the U.S. universities that have closed due to coronavirus. https://edscoop.com/universities-closed-due-coronavirus-2020/.
28. Fry, K. (2001). E-learning markets and providers: Some issues and prospects. Education+ Training, 43(4/5), 233–239.
29. Greene, J. A., Bolick, C. M., & Robertson, J. (2010). Fostering historical knowledge and thinking skills using hypermedia learning environments: The role of self-regulated learning. Computers & Education, 54(1), 230–243.
30. Handoko, E., Gronseth, S. L., McNeil, S. G., Bonk, C. J., & Robin, B. R. (2019). Goal setting and MOOC completion: a study on the role of self-regulated learning in student performance in massive open online courses. International Review of Research in Open and Distributed Learning, 20 (3), 39-58.
31. Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
32. Hsu, Y. C., Ching, Y. H., Mathews, J. P., & Carr-Chellman, A. (2009). Undergraduate students’ self-regulated learning experience in web-based learning environment. Quarterly Review of Distance Education, 10(2), 109–121.
33. Igo, L., Bruning, R., & McCrudden, M. (2005). Encoding disruption associated with copy and paste note-taking. In L. PytlikZillig, M. Bodvarsson, & R. Bruning (Eds.), Technology-based education: Bringing researchers and practitioners together (pp.107–120).
34. Jamerson, K., Josh, M., & & Joshua, B. (2020). Student-loan debt relief offers support to an economy battered by coronavirus. Wall Street Journal. https://www.wsj.com/articles/student-loan-debt-relief-offers-support-to-an-economy-battered-by-coronavirus-11584735842
35. Jonassen, D., Davidson, M. Collins, M. Campbell, J. & Haag, B. B. (1995). Constructivism and computer-mediated communication in distance education. The American Journal of Distance Education, 9 (2), 7–26.
36. Jon-Chao, H., Yi-Fang, L., & Jian-Hong, Y. (2021). Procrastination predicts online self-regulated learning and online learning ineffectiveness during the coronavirus lockdown. Personality and Individual Differences, 17, 110673.
37. Joshi, O., Chapagain, B., Kharel, G., Poudyal, N. C., Murray, B. D., & Mehmood, S. R. (2020). Benefits and challenges of online instruction in agriculture and natural resource education. Interactive Learning Environments, 1–12. https://doi.org/10.1080/10494820.2020.1725896
38. King, F. B., Harner, M., & Brown, S. W. (2000). Self-regulatory behavior influences in distance learning. International Journal of Instructional Media, 27(2), 147–156.
39. Kotrlik, J. W., & Redmann, D. H. (2005). Extent of technology integration in instruction by adult basic education teachers. Adult Education Quarterly, 55(3), 200-219.
40. Lan, W. (2005). Self-monitoring and its relationship with educational level and task importance. Educational Psychology, 25, 109-127. https://doi.org/10.1080/0144341042000294921
41. Law, Y-K, Chan, C. K., & Sachs, J. (2008). Beliefs about learning, self-regulated strategies, and text comprehension among Chinese children. British Journal of Educational Psychology, 78, 51-73. https://doi.org/10.1348/000709907X179812.
42. Littlejohn, A., Hood, N., Milligan, C., & Mustain, P. (2016). Learning in MOOCs: Motivations and self-regulated learning in MOOCs. Internet and Higher Education, 29, 40–48. https://doi.org/10.1016/j.iheduc.2015.12.003.
43. Magalhaes, P., Ferreira, D., Cunha, J., & Rosario, P. (2020). Online vs. traditional homework: A systematic review on the benefits to students’ performance. Computers & Education, 152, 103869. https://doi.org/10.1016/j.compedu.2020.103869
44. Martin, J. The educational inadequacy of conceptions of self in educational psychology. Interchange, 35, 185–208 (2004). https://doi.org/10.1007/BF02698849.
45. Morris, N.P., Hotchkiss, S., & Swinnerton, B. (2015). Can demographic information predict MOOC learner outcomes? Proceedings of the EMOOC stakeholder summit, 199-207.
46. Murdock, T. B. (2000). Incorporating economic context into educational psychology: Methodological and conceptual challenges. Educational Psychologist, 35(2), 113–124. https://doi.org/10.1207/S15326985EP3502_5
47. Nisbett, R. E. (2007). Intelligence and how to get it: Why schools and cultures count. W. W. Norton & Company.
48. Nunnally, J. C. (1978). Psychometric theory, 2nd ed. New York: McGraw-Hill.
49. Oh, E., & Reeves, T. (2013). Collaborative group work in an online authentic learning environment: An educational design research study. In T. Plomp & N. Nieveen (Eds.), Educational design research—Part B: Illustrative cases (pp. 993–1011). SLO.
50. Peck, L., Stefaniak, J. E., & Shah, S. J. (2018). The correlation of self-regulation and motivation with retention and attrition in distance education. The Quarterly Review of Distance Education, 19(3), 1–15.
51. Pintrich, P. R., Smith, D. A. F., Gracia, T., & McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, MI. National Center for Research to Improve Post-secondary Teaching and Learning.
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Published
2023-08-10
How to Cite
Cobb, Jr., R., Kuo, Y.-T., & Faulkner, P. (2023). The correlation between Self-regulated Learning Behaviors and Academic Classification for HBCU Students Participating in Online and Remote Learning Experiences. European Scientific Journal, ESJ, 20, 152. Retrieved from https://eujournal.org/index.php/esj/article/view/17080
Section
ESI Preprints
Copyright (c) 2023 Robert Cobb, Jr., Yu-Tung Kuo, Paula Faulkner
This work is licensed under a Creative Commons Attribution 4.0 International License.
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