Electronic learning- virtual
N. Khatib Zanjani; N. Mohammadi; A. Paahoo
Abstract
Background and Objectives: Canonical correlation deals with two series of variables, each of which can be given a theoretical meaning. The purpose of this study was Canonical analysis of online self-regulatory collectivity (online interaction) and components of cognitive flexibility during cyber teaching ...
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Background and Objectives: Canonical correlation deals with two series of variables, each of which can be given a theoretical meaning. The purpose of this study was Canonical analysis of online self-regulatory collectivity (online interaction) and components of cognitive flexibility during cyber teaching (during Corona virus pandemics) among students of junior high school.Methods: The statistical society included all male and female junior high school students in Ardabil numerated as 43098 (23239 boys and 19859 girls) in the academic year 2020-2021 so that 381 ones (205 boys and 176 girls) were selected via proportional stratified sampling method. For collecting the required data, online self-regulation questionnaire (OSRQ) and the content of cognitive flexibility Inventory (CFI) were used. The collected data was analyzed using Pearson Product-moment correlation and canonical correlation analysis in SPSS 26.00.Findings: The obtained results pointed to a significant relationship between the predictor and criterion variable components (p<0.01). Also, the canonical correlation identified that the components of online self-regulation collectivity including learner-content interaction, learner-Instructor interaction and learner-learner interaction can predict changes of components of cognitive flexibility collectivity including alternatives and control subscales among junior high school students (p<0.01).Conclusion: The results of the study identified that the more the students interact in online teaching and in cyber space with content, as well as the teacher and the other students, the more power of cognitive complexity they would have to deal with difficulties in problems in learning and teaching issues. Using cognitive strategies could assist the students in accessing vague teaching concepts and enable them to access higher levels of learning. At the present time, virtual training provides the students with ample opportunities to make some changes in themselves in terms of motivational aspects, skills, and operational learning steps for reaching teaching purposes. The learner-content interaction is a channel that reconciles the cognitive structure and the mental content of the learner with their macro-cognitive, motivational, and behavioral aspects. These changes in cognition can empower the learners in self-regulation and turn them from passive and strict receivers into active and flexible learners. Accordingly, this perception of ability and internal power assists the learner to reach the belief of self-controllability in solving problems and facing with challenging circumstances.
