Enhancing Self-Regulated Learning Strategies for College Students Through Discussion Reflections in Online Learning Environment

Document Type

Conference Proceeding

Publication Date

3-2021

Department

Teaching & Educational Leadership

Abstract

This study investigates the effect of the use of students’ discussion reflections on their course scores in an online learning environment regarding their self-regulated learning strategies (SRL) to complete weekly learning activities. The investigators assigned discussion assignments for students to share with their instructors and peers regarding the strategies they used each week. Participants were 56 preservice teachers enrolled in graduate and undergraduate technology integration courses. Correlations and multiple linear regression analyses were used with students’ final course grades and the four sub- self-regulated learning strategies constructs: self-efficacy, intrinsic value, cognitive strategy use, and self-regulation learning. The results of the correlation analysis show that there was a strong and positive correlation between students’ final course grades and their self-regulated learning strategies measured after engaging in the assigned weekly discussion reflections. The multiple linear regression analysis showed that the predictor model was able to account for 34% of the variance in students’ course scores variable and was statistically significant at p < .000. Individual predictors were examined further and found that students’ intrinsic value and self-efficacy to be significant predictors of students’ final course scores (t = 2.168, and 2.238, p = .05). Implications, recommendations, and limitations of these results were also discussed.

First Page

185

Last Page

196

Publication Title

Proceedings of Society for Information Technology & Teacher Education International Conference

Publisher

Association for the Advancement of Computing in Education (AACE)

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