Comparing e-learning in self-regulatory learning strategy and educational motivation

Hassani Jafari, F.; Abbasi, A.

doi:10.22061/jte.2019.4268.2064

Document Type : Original Research Paper

Authors

F. Hassani Jafari ¹
A. Abbasi ²

¹ Department of Educational Sciences،Payame Noor University، Tehran، Iran

² Department of Educational Sciences, University of Isfahan, Isfahan, Iran

https://doi.org/10.22061/jte.2019.4268.2064

Abstract

Background and Objectives: Information and communication technology has created significant developments in all aspects of individual and collective life, so that in education it has brought birth and growth of e-learning, virtual and smart school One of the principles of e-learning processes is an independent learning that requires an independent learning training. The aim of this research was to provide students with opportunities to perform more productive interactions and develop their learning skills and to learn independently. The study compares self-regulatory skills and motivation of students in regular and electronic schools in the academic year 2017-2018. The research is applied considering its goal.
Materials: The present study consisted of all 12-grade male students of natural sciences in district 4 of Qom City, consisting 1,600 students who were selected based on random sampling method. The number of students was determined based on Morgan Table and 165 people were selected in e-schools and 142 in normal schools. The research instruments are two self-regulatory skills questionnaires which are organized in two parts: motivational beliefs and self-regulated learning strategies. Cognitive strategies consisted of repetition review, expansion strategy, organization strategy and comprehension strategy. Metacognitive strategies included planning, control, monitoring and regulation strategies; and other part, motivational beliefs included self-efficacy, goal orientation, internal evaluation and test anxiety. Hermes motivation questionnaire that differentiates people who need high progress and those who have low progression needs was also used. The results of the study were analyzed by analysis of variance and t-tests.
Findings: Considering the first hypothesis, the value of t was equal to 0.289 and the significance level was 0.003, and thus it is concluded that the mean of the academic achievement motivation scores in e-school is higher than normal school. With respect to the second hypothesis, considering that the value of t was 0.161 and the significance level was 0.002, it can be concluded that the average scores of using the cognitive strategies of smart school are higher than normal schools. Considering the third hypothesis, since the value of t is equal to 1.247 and the significance level of 0.000 was reported, it is shown that the average scores of using the metacognitive strategies of e-school are higher than the normal school. ‌
Conclusion: using electronic learning tools in schools leads to improved self - regulation skills and motivation in students. E-schools provide good opportunities for self-motivated and active learning and engagement the learning process. The results of this research is in line with the results of other studies that the use of e-learning in schools has a significant effect on metacognitive skills (planning, monitoring, control and comprehension) and cognitive strategies (repetition, review, development and comprehension) in students and plays a great role in academic motivation and academic success. Electronic schools with the acquisition of modern tools of learning technology in deepening and understanding learning resulted in improving the process of information processing, the possibility of repeating and reviewing the learning content, the development of perceptual processes and solving it from various strategies and management of time and control, and planning of learning and learning activities in students.

Keywords

20.1001.1.20080441.1399.15.1.5.6

Main Subjects

E-Lerning

COPYRIGHTS
©2021 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers.

References

[1] Niazazari K, Behnamfar R. [The role of ICT use in learning of primary school students]. Information and Communication Technology in Educational Sciences. 2012; 3(2): 31-43. Persian.

[2] Adeyemi T, Olaleye F. Information communication and technology for the effective management of secondary schools for sustainable development in Ekiti State, Nigeria. American-Eurasian Journal of Scientific Research. 2010; 5(2): 106- 113.

[3] Miller T. Information processing and multimedia design: A comparison of normal-achieving students and students with learning disabilities. Learning Disability; 2005: 28: 59-70.

[4] Kalita S, Das S. Use of ICT in distance higher education with special reference to institute of distance and open learning of Gauhati University. Process Management-New Technologies (JPMNT) 2015 3(3): 104-111.

[5] Niromand G, Yazdani H, Ganji M. [Investigation of information andcommunication technology and requirements for the implementation and development of smart school in Iran]. Media Studies. 2013; 8(21): 145-156. Persian.

[6] Naseri M, Mashhadian, F. [Iranian Smart and Quality Schools]. Farda School Growth Magazine. 2011; 7(7): 1. Persian.

[7] Jalali AA. (2009). Smart school key to new technologies; 2009.Tehran. Persian.

[8] Zofen A. Application of new technologies in education: The study and compilation of humanities universities. Tehran: Humanities Research and Development Center; 2016. Persian.

[9] Khani M, Bagsheri S, Daneshyar L. The relationship is self-learning strategies with a score of high school physics students. Tehran:University of Farhangian; 2013.Persian.

[10] Ali Nejad M, Nasim S. [Interaction Communication, Self-Regulatory Learning with Satisfaction with Learning in Smart Schools]. Training Technology. 2015; 9 (4): 311-320 .Persian.

[11] Khani M, Bagheri S, Daneshyar L. The relationship is self-learning strategies with a score of high-school physics students. Tehran: University of Farhangian; 2013. Persian.

[12] Zimmerman BJ. A Social Cognitive View of Self-Regulated Academic Learning. Journal of Educational Psychology. 1989; 81(3): 329-339.

[13] Cole J, Logan TK, Walker R. Social exclusion, personal control, self- regulation, and stress among substance Abuse Treatment clients. Drug and Alcohol Dependence. 2011; 113: 13- 20.

[14] Kadivar P. Learning Psychology. Tehran: Samt; 2010.

[15] Alinezhad M, Saeed N. [The relationship between interaction and selfregulated learning and satisfaction of studying in smart schools. Education technology]. 2014; 9(4): 311-320. Persian.

[16] Mahmodi Y. [Translation of Motivation and excitement] Reev M (Author). Abingdon: Vertayes Publications; 2019.

[17] Omidiyan M. [Translation of Educational psychology] Santrock W (Author). Abingdon: Abingdon: Vertayes Publications; 2017

[18] Lynch AD, Lerner RM, Leventhal T. Adolescent academic achievement and school engagement. An examination of the role of school- wide peer culture. Journal of Young Adolescence. 2013;42: 6-12.

[19] Masaali S. Relationship between reading study and academic achievement among students in IU [master’s thesis]. Bojnord: Bojnord Azad University.

[20] Abedi A, Oreizy H, Sobhaninezhad M. [Academic Achievement Motivation and Personality Traits]. TLR. 2005; 1 (12) :29-38.2005. Persian.

[21] Ali Nejad M, Saeed N. [Relationship between interaction, self-regulated learning and satisfaction with education in smart schools]. Educational Technology. 2016; 9(4): 301-310. Persian.

[22] Suleiman Najjad, A, Hosseini Nasab, D. Interactive effect of teaching self-regulatory strategies and students' cognitive styles on math problem solving performance. Journal of Teaching and Learning Studies. 2012; 4 (2): 81-115. Persian.

[23] Shilan F. Some of the concepts of self-regulation and its relationship to educational. Journal of the Popularization of Science. 2012; 2(2): 60-71.

[24] Fallah Kafshgari R, Heidari S. [Comparison of self-regulation skills in intelligent and traditional first year high school students]. Journal of Information and Communication Technology in Educational Sciences. 2015; 6: 63-84. Persian.

[25] Pakdaman Savoji A. [Compare regulated learning strategies in e-learning and training in person]. Journal of Educational Management. 2007. 2: 37-64. Persian.

[26] Musa Ramezani S. [The effect of multimedia education and lecturing on the motivation of academic achievement and self-regulation of distance learning students]. Educational Technology. 2011; 6 (1): 45-57. Persian.

[27] Qandali Z, Zarabian F, Hassani Jafari F, Tajik Filistan H. [The effect of using e-bag software on the academic motivation of high school students]. Journal of Information and Communication Technology in Educational Sciences. 2014; 5: 141-160. Persian.

[28] Karimnejad M. The impact of the use of multimedia with the two methods of traditional teaching and metacognition to motivate progress Attitude to Psychology students. [master's Thesis]. Arak: Arak University; 2010. Persian.

[29] Niemi H, Launonen A. Towards self-regulation and social navigation in virtual learning spaces. Paper presented in European Conference on Educational Research, University of Lisbon; 2010

[30] Ritzhaupt A, Martin F, Daniels K. Multimedia competencies for an educational technologist: A survey of professionals and job announcement analysis. Journal of Educational Multimedia and Hypermedia. 2010; 19(4): 421-449.

[31] Veenman MVJ, Elshout JJ, Busato VV. Metacognitive mediation in learning with computer-based simulations. Computer in Human Behavior. 1994; 10: 93-106.