Self-Regulated Resource Management in Emergency Remote Higher Education: Status Quo and Predictors

Published on Jun 2, 2021in Frontiers in Psychology
· DOI :10.3389/FPSYG.2021.672741
Rudolf Kammerl10
Estimated H-index: 10
(FAU: University of Erlangen-Nuremberg),
Marion Händel8
Estimated H-index: 8
Despite the consensus about the importance of self-regulated learning for academic as well as for lifelong learning, it is still poorly understood as to how teachers can most effectively support their students in enacting self-regulated learning. This article provides a framework about how self-regulated learning can be activated directly through strategy instruction and indirectly by creating a learning environment that allows students to regulate their learning. In examining teachers’ instruct...
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During the lockdown due to SARS-CoV-2 (coronavirus lockdown), there has been a tremendous increase in the number of students taking online courses Few studies, however, have examined the individual dispositions that influence self-regulated online learning during the coronavirus lockdown To address this gap, the present study explored the ineffectiveness of online learning and examined how it can be predicted by self-regulated online learning and participants' procrastination disposition Data of...
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Abstract How does the way people first interact affect communicative effectiveness? Does it matter if you meet someone via video-chat first or via text first? In Study 1, attitudes towards three common communication media were surveyed. In general, respondents preferred face-to-face interactions and messaging platforms over phone calls. In Study 2, participants first met via either video-chat or messaging, and then switched to the other modality. Dyads who met first via text performed worse on a...
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Training interventions for self-regulated learning foster the use of strategies and skills as well as their transfer to new learning tasks. Because cognitive strategies or motivation regulation strategies are task-specific, their transfer is limited. In contrast, metacognitive skills are task-general and transferable to a wide variety of learning tasks. Questions arise, therefore, as to whether students transfer metacognitive skills spontaneously and how to support metacognitive skill transfer. ...
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The current study investigated how ready higher education students were for emergency remote teaching due to the COVID-19 pandemic and how this influenced their socio-emotional perceptions. Results...
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The year 2020 brought many changes to our everyday life but also our education system. Universities needed to change their teaching practices due to the COVID-19 pandemic. Words like “digital media”, “online teaching” and “online learning” were present in all of the discussions. The main issues here were the technical infrastructure of students and universities all over the world. However, to have good technical infrastructure does not mean that everybody is also ready to use it. Thus, the prese...
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Despite its recognized importance for academic success, much of the research investigating time management has proceeded without regard to a comprehensive theoretical model for understanding its connections to students’ engagement, learning, or achievement. Our central argument is that self-regulated learning provides the rich conceptual framework necessary for understanding college students’ time management and for guiding research examining its relationship to their academic success. We advanc...
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Abstract With more than three billion people in isolation, the status of digital spaces is switching from an amenity to a necessity, as they become not only the main way to access information and services, but also one of the only remaining vectors for economic, educational, and leisure activities as well as for social interactions to take place. However, not all are equals in terms of access to networks or connected devices, or when it comes to the skills required to navigate computerized space...
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Abstract Unequal stakeholder engagement is a common pitfall of adoption approaches of learning analytics in higher education leading to lower buy-in and flawed tools that fail to meet the needs of their target groups. With each design decision, we make assumptions on how learners will make sense of the visualisations, but we know very little about how students make sense of dashboard and which aspects influence their sense-making. We investigated how learner goals and self-regulated learning (SR...
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#1Laura Czerniewicz (UCT: University of Cape Town)H-Index: 18
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Produced from experiences at the outset of the intense times when Covid-19 lockdown restrictions began in March 2020, this collaborative paper offers the collective reflections and analysis of a group of teaching and learning and Higher Education (HE) scholars from a diverse 15 of the 26 South African public universities. In the form of a theorised narrative insistent on foregrounding personal voices, it presents a snapshot of the pandemic addressing the following question: what does the ‘pivot ...
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Cited By2
#1Yunxia Ding (Nanjing Sport Institute)
#2Song Ding (YZU: Yangzhou University)
Last. Jiali Niu (YZU: Yangzhou University)H-Index: 2
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Background null We aimed to conduct a meta-analysis to assess the impact of coronavirus disease 2019 (COVID-19) on college students' physical activity. null Methods null All cohort studies comparing college students undertaking physical exercise at school before the COVID-19 pandemic and physical exercise at home during the COVID-19 pandemic will be included in this review. We will use index words related to college students, physical exercise, and COVID-19 to perform literature searches in the ...