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Metacognition, Learning Strategies, and Self-Regulated Learning to Promote Sustained Learning
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Metacognition, Learning Strategies, and Self-Regulated Learning to Promote Sustained Learning

A topical collection in Sustainability (ISSN 2071-1050). This collection belongs to the section "Sustainable Education and Approaches".

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Editor

Dr. Antonio P. Gutierrez de Blume

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Collection Editor
Department of Curriculum, Foundations, and Reading, Georgia Southern University, Statesboro, GA 30460, USA
Interests: learning sciences; educational psychology; education; metacognition; self-regulated learning; motivation; cognition; quantitative research methods/statistics; measurement
Special Issues, Collections and Topics in MDPI journals

Topical Collection Information

Dear Colleagues,

Self-regulated learning (SRL) theory posits that SRL encompasses cognition, metacognition, and motivation. Several theoretical accounts of SRL have been proposed in the literature (see Panadero, 2017, for a review). For instance, Zimmerman’s cyclical phases model (CPM) (Zimmerman and Moylan, 2009) describes SRL as a cyclical process involving three parts: (1) forethought (e.g., goal setting, strategic planning, self-efficacy beliefs, and intrinsic motivation); (2) performance and volitional control (e.g., attention focusing, self-instruction, and self-monitoring); and (3) self-reflection (e.g., self-evaluation, attributions, and self-reactions). Similarly, Winne and Hadwin (2008) developed a metacognitive perspective model (MPM) of SRL in which metacognitive processes play a central role. According to the tenets of this model, learners are perceived as being active, involved self-regulated individuals who control their own learning through the implementation of metacognitive monitoring and strategy use and motivational factors such as self-efficacy and task value. Even though all these models vary regarding labels and what aspects to include, they all converge on the conclusion that learning is regulated by a variety of dynamic interacting and cyclical cognitive, metacognitive, and motivational factors (Butler and Winne, 1995; Panadero, 2017).

Thus, the purpose of this Topical Collection is to publish the latest research on the dynamic relation between metacognition, learning strategies, and self-regulated learning in academic and non-academic settings. It is my hope that research that emerges from this Topical Collection will not only contribute to sustainable education practices through components of SRL theory, but also to the advancement of sustained, enduring learning both within and beyond the classroom. To this end, research studies on these topics employing quantitative, qualitative, and mixed-methods research designs are welcome.

Reference:

  1. Ernesto, P. A Review of Self-regulated Learning: Six Models and Four Directions for Research. Front. Psychol. 2017, 8, 422, doi:10.3389/fpsyg.2017.00422
  2. Zimmerman, B.J.; Moylan, A.R. Self-regulation: Where metacognition and motivation intersect. In Handbook of metacognition in education; Hacker, D.J., Dunlosky, J., Graesser, A.C., Eds. Routledge/Taylor & Francis Group: Oxford, England, 2009; pp. 299–315.
  3. Winne, P.H.; Hadwin, A.F. The weave of motivation and self-regulated learning. In Motivation and self-regulated learning: Theory, research, and applications. D. H. Schunk, D.H., Zimmerman, B.J., Eds. Lawrence Erlbaum Associates Publishers: Mahwah, NJ, USA, 2008; pp. 297–314.
  4. Butler, D.L.; Winne, P.H. Feedback and Self-Regulated Learning: A Theoretical Synthesis. Rev. Educ. Res. 1995, 65, 245–281.

Dr. Antonio P. Gutierrez de Blume
Collection Editor

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Keywords

  • learning strategies
  • metacognition
  • self-regulated learning
  • sustained learning

Published Papers (15 papers)

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2023

Jump to: 2022

20 pages, 4632 KiB  
Article
Visualization Analysis of Global Self-Regulated Learning Status, Hotspots, and Future Trends Based on Knowledge Graph
by Linchao Huang, Jincheng Zhou, Dan Wang, Fang Wang, Jiu Liu, Dingpu Shi, Xiaohong Chen, Duo Yang and Qingna Pan
Sustainability 2023, 15(3), 2798; https://doi.org/10.3390/su15032798 - 03 Feb 2023
Cited by 3 | Viewed by 2235
Abstract
Self-regulated learning (SRL) has been an important topic in the field of global educational psychology research since the last century, and its emergence is related to researchers’ reflections on several educational reforms. To better study the research history and developmental trend of SRL, [...] Read more.
Self-regulated learning (SRL) has been an important topic in the field of global educational psychology research since the last century, and its emergence is related to researchers’ reflections on several educational reforms. To better study the research history and developmental trend of SRL, in this work, the Web of Science core collection database was used as a sample source, “self-regulated learning” was searched as the theme, and 1218 SSCI documents were collected from 30 September 1986, to 2022. We used CiteSpace software to visualize and analyze the number of publications, countries, institutions, researchers, keywords, highly cited literature, authors’ co-citations, keyword clustering, and timeline in the field of self-regulated learning research, and to draw related maps. It was found that the articles related to self-regulated learning were first published in the American Journal of Educational Research in 1986, and that self-regulated learning-related research has received increasing attention in recent decades, wherein research on self-regulated learning is roughly divided into three periods: the budding period from 1986 to 2002, the flat development period from 2003 to 2009, and the rapid development period from 2010 to 2022. The number of papers published in the United States, China, Australia, and Germany is relatively high, and the number of papers published in Spain is low compared with that in the United States. During this period, the University of North Carolina in the United States and McGill University in Canada were the institutions with the most publications; Azevedo Roger and Lajoie Susanne P were the most-published scholars in the field of self-regulated learning research; the journal publication with the highest impact factor was Computers Education; and the primary research interests in self-regulated learning mainly focused on Performance, Strategy, Students, Achievement, Motivation, and Metacognition. Furthermore, the most-cited study related to SRL research was Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Full article
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19 pages, 722 KiB  
Article
The Positive Effects of Growth Mindset on Students’ Intention toward Self-Regulated Learning during the COVID-19 Pandemic: A PLS-SEM Approach
by Yujun Jiang, Huying Liu, Yuna Yao, Qiang Li and Yingji Li
Sustainability 2023, 15(3), 2180; https://doi.org/10.3390/su15032180 - 24 Jan 2023
Cited by 7 | Viewed by 2760
Abstract
The COVID-19 pandemic has brought unprecedented challenges to students’ learning processes in higher education. This study aimed to investigate the effects of a growth mindset on university students’ intention toward self-regulated learning during the COVID-19 pandemic. The theoretical model was proposed based on [...] Read more.
The COVID-19 pandemic has brought unprecedented challenges to students’ learning processes in higher education. This study aimed to investigate the effects of a growth mindset on university students’ intention toward self-regulated learning during the COVID-19 pandemic. The theoretical model was proposed based on the Theory of Planned Behavior, along with two additional dimensions: growth mindset and perceived teacher support. The developed model was validated by adopting a partial least squares structural equation modeling (PLS-SEM) approach based on the data collected from 486 students in universities that have been significantly impacted by the COVID-19 pandemic in China. The results show that students’ growth mindset is positively associated with their intention toward self-regulated learning directly, and indirectly through the main constructs of the Theory of Planned Behavior: perceived behavioral control and behavior attitude. Additionally, the mediating and moderating roles of students’ growth mindset are manifest in the relationship between students’ perception of teacher support and their intention toward self-regulated learning. These findings offer implications for teachers, researchers, and higher education administrators in developing students’ growth mindset by considering the relevant factors explored in this research, thereby enhancing students’ self-regulated learning in challenging settings such as the COVID-19 pandemic. Full article
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2022

Jump to: 2023

19 pages, 2363 KiB  
Article
Visualizing Status, Hotspots, and Future Trends in Mathematical Literacy Research via Knowledge Graph
by Xiaohong Chen, Jincheng Zhou, Jinqiu Wang, Dan Wang, Jiu Liu, Dingpu Shi, Duo Yang and Qingna Pan
Sustainability 2022, 14(21), 13842; https://doi.org/10.3390/su142113842 - 25 Oct 2022
Cited by 4 | Viewed by 2052
Abstract
The goal of education for sustainable development is to prepare future citizens to make informed decisions and take responsible action to solve problems. The purpose of mathematical literacy is to ensure that all learners develop an understanding of mathematics, and how to relate [...] Read more.
The goal of education for sustainable development is to prepare future citizens to make informed decisions and take responsible action to solve problems. The purpose of mathematical literacy is to ensure that all learners develop an understanding of mathematics, and how to relate mathematics to the world and use mathematical knowledge to make valuable decisions in their lives, work, and society. It can be seen that the purpose of mathematical literacy coincides with the goal of education for sustainable development. In addition, math literacy is closely related to self-regulated learning (SRL), which is the key to meaningful learning and sustainable development. In educational research, it is an essential task to cultivate learners’ mathematical literacy and promote their sustainable development. With the rapid growth of emerging technologies, the emergence of big data has brought numerous challenges to various research fields. In the age of big data, educational research that can identify research perspectives and hotspots and summarize research evolution rules from a large body of literature can assist us in deepening subsequent analysis. As a result, in this study, we used CiteSpace and HistCite knowledge map visualization and exploration technology to examine mathematical literacy research trends, major research countries and regions, major research institutions, significant researchers, highly cited papers, research hotspots, and evolution trends on a global scale. Through this study, we found that the earliest literature on mathematical literacy appeared in 1957, and the research on mathematical literacy can be divided into three germination stages (1957–2001), a slow development stage (2001–2011), and a prosperous development stage (2011–2022). Most studies come from developed countries such as the US, the UK, Germany, and Australia. The Universities of Utrecht and Purdue University were the most published institutions, and scholars at Purpura published the most articles. The research object of highly cited literature is mainly children, and the research is primarily carried out through the measurement of students’ mathematical ability and achievement and the analysis of related influencing factors, which provides a direction for how to improve students’ mathematical literacy. The research on mathematical literacy mainly includes four research hotspots: working memory and mathematical literacy; brain science and mathematical literacy; mathematical achievement and mathematical literacy; and the generation strategy of mathematical literacy. The research field of mathematics literacy mainly includes working memory, parietal cortex, math performance, mathematics education, early childhood, parental belief, fractions, cognitive development, and student learning. There are 10 clusters. Different clusters have different evolutionary trends. With the evolution of time, working memory, mathematical education, fractions, and precinct beliefs clustered, gradually expanding from the concentrated research direction to the subdivision field. The clusters of parietal cortex, math performance, early childhood, cognitive development, and students do not show large keyword nodes during the research period. With time, it has gradually expanded from the centralized research direction to the subdivision field. The parietal cortex, math performance, early childhood, cognitive development, and students clusters did not show large keyword nodes during the whole study period. Full article
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36 pages, 2757 KiB  
Article
Development and Application of an Intelligent Assessment System for Mathematics Learning Strategy among High School Students—Take Jianzha County as an Example
by Guangming Wang, Xia Chen, Dongli Zhang, Yueyuan Kang, Fang Wang and Mingyu Su
Sustainability 2022, 14(19), 12265; https://doi.org/10.3390/su141912265 - 27 Sep 2022
Cited by 1 | Viewed by 1554
Abstract
To improve the quality of mathematics learning for high school students in economically disadvantaged areas, and promote education equity and sustainable development, this study developed the Mathematics Learning Strategies Intelligent Assessment and Strategy Implementation System by using artificial intelligence technology. The system fuses [...] Read more.
To improve the quality of mathematics learning for high school students in economically disadvantaged areas, and promote education equity and sustainable development, this study developed the Mathematics Learning Strategies Intelligent Assessment and Strategy Implementation System by using artificial intelligence technology. The system fuses assessment scales, a set of norms, improvement strategies, and the intelligent assessment and strategy implementation program into an organic whole. The system can intelligently output all participants’ diagnosis results of the mathematics learning strategy in batches and automatically propose targeted improvement strategies for every participant. By applying the intelligent system to Jianzha County, Huangnan Tibetan Autonomous Prefecture, Qinghai Province, China, the results show that the mathematical learning strategies of high school students in Jianzha County were at a middle level; mathematical cognitive strategies and mathematical resource-management strategies need to be improved. The system’s effectiveness in practical applications was later tested via both quantitative methods, such as questionnaire surveys and testing, and qualitative methods, such as interviews, as well as evaluation by self and others. By intervening with participants according to the strategy implementation program provided by the system, it was found that their mathematics learning strategy level improved. The results of the study show that the system can accurately diagnose the level of mathematics learning strategies of high school students and that interventions based on the improvement measures can improve students’ mathematics learning strategy and mathematics achievements, indicating that the system is effective. Full article
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19 pages, 1143 KiB  
Article
Students’ Intention toward Self-Regulated Learning under Blended Learning Setting: PLS-SEM Approach
by Yujun Jiang, Ping Wang, Qiang Li and Yingji Li
Sustainability 2022, 14(16), 10140; https://doi.org/10.3390/su141610140 - 16 Aug 2022
Cited by 6 | Viewed by 2541
Abstract
This research explores the influencing factors of students’ attitude toward self-regulated learning (SRL) within blended learning setting (BLS). The theoretical model is developed based on the Theory of Planned Behavior (TPB) and two dimensions are proposed: major satisfaction (MS) and perceived teacher support [...] Read more.
This research explores the influencing factors of students’ attitude toward self-regulated learning (SRL) within blended learning setting (BLS). The theoretical model is developed based on the Theory of Planned Behavior (TPB) and two dimensions are proposed: major satisfaction (MS) and perceived teacher support (PTS). It studies how these variables affect students’ attitude toward SRL within BLS, directly or indirectly. The proposed model is validated by employing a partial least squares structural equation modeling approach (PLS-SEM) based on the valid data collected from 604 students from three private universities in China. The results suggest that (a) the constructs, including the PTS and TPB (attitude, subjective norm and perceived behavior control), have a positive impact on student attitude toward SRL within BLS; (b) SRL attitude has a positive intermediary effect on the relationship between PTS and SRL intention, and between MS and SRL intention, respectively; (c) perceived behavior control (PBC) has a positive intermediary effect on the relationship between MS and SRL intention; (d) subjective norm (SN) has a positive intermediary effect on the relationship between PTS and SRL intention. The findings have useful implications for teachers, higher institution administrators, researchers, and higher education policy-makers in enhancing students’ learning within the blended learning context. Full article
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19 pages, 1014 KiB  
Article
Impact of General and Special Education Teachers’ Knowledge on Their Practices of Self-Regulated Learning (SRL) in Secondary Schools in Riyadh, Kingdome of Saudi Arabia
by Huda Mutlaq Alenezy, Kee Jiar Yeo and Azlina Mohd Kosnin
Sustainability 2022, 14(15), 9420; https://doi.org/10.3390/su14159420 - 01 Aug 2022
Cited by 2 | Viewed by 1978
Abstract
Teachers of students with disabilities have been assessed from various perspectives. This study aimed to investigate the knowledge and practice of self-regulated learning (SRL) of teachers who teach students with learning disabilities (SLD) in secondary schools in Riyadh, Saudi Arabia. The study focuses [...] Read more.
Teachers of students with disabilities have been assessed from various perspectives. This study aimed to investigate the knowledge and practice of self-regulated learning (SRL) of teachers who teach students with learning disabilities (SLD) in secondary schools in Riyadh, Saudi Arabia. The study focuses on the impact of teachers’ knowledge in their practices of SRL and identified the moderating effect of teachers’ gender on this impact. Using Pintirich’s model of SRL, the study designed the Teachers’ Knowledge of Self-Regulated Learning Scale, and it adopted Huh’s Teachers’ Practices Related to Developing Students’ SRL questionnaire to examine teachers’ knowledge and practices of SRL. The questionnaire was distributed online to over 318 Saudi teachers in secondary schools in Riyadh who were selected by using stratified sampling techniques. Teachers demonstrated high knowledge of SRL in all domains (cognition: M = 5.2, motivation: M = 5.38, behavior and emotions: M = 5.44) and medium SRL practices level in their classes (M = 3.5) with some reservation on their reaction and reflection, which were at the lowest average level. Furthermore, results revealed a direct and significant influence of teachers’ knowledge on the practice of self-regulated learning (SRL) (β = 0.183, t = 3.301, p = 0.000), and there was no moderate effect of teachers’ gender on the impact of teachers’ SRL knowledge on teachers’ SRL practices (β = −0.004, t = 0.064; p = 0.949). The results suggest the demand for more practical training programs for SLD teachers to increase their SRL application in practice. Full article
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28 pages, 1545 KiB  
Article
Mapping the Relationships between Self-Directed Learning and Design Thinking in Pre-Service Science and Technology Teachers
by Stanislav Avsec and Vesna Ferk Savec
Sustainability 2022, 14(14), 8626; https://doi.org/10.3390/su14148626 - 14 Jul 2022
Cited by 8 | Viewed by 2558
Abstract
Self-directed learning and design thinking were found to be promising pedagogies for supporting education and thus supporting sustainable development goals. While some researchers have posited that self-directed learning may support design thinking, empirical research examining the relationship between these two essential skills is [...] Read more.
Self-directed learning and design thinking were found to be promising pedagogies for supporting education and thus supporting sustainable development goals. While some researchers have posited that self-directed learning may support design thinking, empirical research examining the relationship between these two essential skills is lacking because their shared conceptual structure has not been articulated in detail, and because they have remained siloed in design practice. This study examines pre-service teachers’ self-regulation in relation to design thinking skills to advance a theoretical understanding of design science and to overcome challenges teachers face in adopting and implementing design thinking. For this study, 158 pre-service teachers were recruited. On the first level, the empirical data collected were subjected to structural equation modelling to find and confirm significant metacognitive perspectives in design thinking, while on the second level, an in-depth analysis was conducted to find moderating effects of pre-service teachers’ metacognitive experiences and teacher education in design thinking. We argue that awareness and interpersonal skills are crucial in creative design activity, and that embracing risk, tolerance to uncertainty, and underdeveloped supervising skills might be critical elements for advancing design thinking behaviour. The findings of this study have implications for effective science and technology teaching and the learning of design thinking in teacher education, and for educators and commercial course designers to adjust the implementation of design thinking. Full article
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32 pages, 2042 KiB  
Article
Development and Application of Intelligent Assessment System for Metacognition in Learning Mathematics among Junior High School Students
by Guangming Wang, Yueyuan Kang, Zicong Jiao, Xia Chen, Yiming Zhen, Dongli Zhang and Mingyu Su
Sustainability 2022, 14(10), 6278; https://doi.org/10.3390/su14106278 - 21 May 2022
Viewed by 2136
Abstract
Metacognition is one of the key factors that determine students’ mathematics learning and affects students’ sustainable development. Metacognition assessment has attracted more and more attention from researchers, but how to effectively assess and improve students’ metacognition is still unknown. Based on the theoretical [...] Read more.
Metacognition is one of the key factors that determine students’ mathematics learning and affects students’ sustainable development. Metacognition assessment has attracted more and more attention from researchers, but how to effectively assess and improve students’ metacognition is still unknown. Based on the theoretical basis and practical verification, a mathematics metacognitive intelligence assessment and strategy implementation system for middle school students was developed from both qualitative and quantitative perspectives. This system features the mix of an assessment structural model, assessment scales, a set of norms, improvement strategies and the intelligent assessment and strategy implementation program, which can intelligently output students’ mathematical metacognition level and propose targeted improvement strategies. Through the application of the system to 2100 students in Tianjin, China, the results show that the subjects have advantages in mathematical metacognitive knowledge and mathematical metacognitive management. The mathematical metacognitive experience needs to be improved. After intervening with the subjects, according to the improvement strategy provided by the system, it was found that their mathematical metacognition was improved, indicating that the system has a good effect. Full article
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13 pages, 488 KiB  
Article
Learner Autonomy between Students and Teachers at a Defence University: Perception vs. Expectation
by Emily Abd Rahman, Melor Md Yunus, Harwati Hashim and Nur Khadirah Ab. Rahman
Sustainability 2022, 14(10), 6086; https://doi.org/10.3390/su14106086 - 17 May 2022
Cited by 5 | Viewed by 2385
Abstract
The success of nurturing learner autonomy lies in the collaboration between two parties—teachers and students. A mismatch of perception and expectation of the desirable level of learner autonomy that should be given in class may lead to failure in developing learner autonomy. Hence, [...] Read more.
The success of nurturing learner autonomy lies in the collaboration between two parties—teachers and students. A mismatch of perception and expectation of the desirable level of learner autonomy that should be given in class may lead to failure in developing learner autonomy. Hence, this paper aims to investigate if there are differences between the teachers’ and students’ perceptions of learner autonomy that is currently being practiced in ESL classrooms at a defence university in Malaysia to understand the existing level of learner autonomy in this context, as well as investigate the level of learner autonomy they expect to have in the future. A quantitative research design with descriptive approach was employed using a questionnaire to collect data from 132 students and 10 English teachers. The instrument was based on the twelve categories about learner autonomy through classroom experience and data collected were analysed using SPSS. Results show that the teachers and students are involved collaboratively in carrying learner autonomy. However, all of the significant differences pointed out a higher degree of support for learner autonomy of the students and a lower degree of support for learner autonomy of the teachers. The success of promoting learner autonomy is influenced by the teachers’ beliefs, motivation and encouragement, and also students’ capacity to be autonomous, namely ability, willingness and opportunity. Full article
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13 pages, 856 KiB  
Article
Preservice Science Teachers’ Perspectives on and Practices Related to Self-Regulated Learning after a Brief Learning Opportunity
by Hong H. Tran, Daniel K. Capps and Georgia W. Hodges
Sustainability 2022, 14(10), 5923; https://doi.org/10.3390/su14105923 - 13 May 2022
Cited by 7 | Viewed by 1485
Abstract
Teacher education programs are a critical site for preparing teachers’ self-regulated learning (SRL) knowledge and capacity to foster students’ SRL skills. The present study describes preservice science teachers’ (PSTs) perspectives and practices regarding SRL after a brief learning opportunity. The participants were 12 [...] Read more.
Teacher education programs are a critical site for preparing teachers’ self-regulated learning (SRL) knowledge and capacity to foster students’ SRL skills. The present study describes preservice science teachers’ (PSTs) perspectives and practices regarding SRL after a brief learning opportunity. The participants were 12 PSTs in a certification program for teaching secondary science. The data came from course assignments, lesson plans, and semi-structured interviews. The findings showed the PSTs appreciated the role of SRL and tried to integrate SRL processes into their science lessons. However, they needed further support to systematically implement SRL processes in classrooms. Findings from this study are relevant for science teacher educators who are interested in improving science teaching because the link between SRL and science teaching is discussed. They may also support teacher educators in making more informed decisions about course design and instruction regarding SRL. Finally, since suggestions for future studies are discussed, this research is relevant for science education researchers who study teachers’ perspectives on and practices related to SRL. Full article
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19 pages, 589 KiB  
Article
What Can Off- and Online Measures Tell about Students’ Self-Regulation and Their Achievement While Learning Science Expository Hypertext
by Alenka Kavčič, Anja Podlesek, Luka Komidar, Aleš Hladnik, Bojana Boh Podgornik, Ciril Bohak, Katja Depolli Steiner, Alenka Gril, Žiga Lesar, Matija Marolt, Sonja Pečjak, Matevž Pesek, Tina Pirc, Melita Puklek Levpušček and Cirila Peklaj
Sustainability 2022, 14(9), 5686; https://doi.org/10.3390/su14095686 - 08 May 2022
Viewed by 1733
Abstract
Self-regulated learning (SRL) plays an important role in successful learning with hypertexts. The use of appropriate SRL strategies helps students acquire new knowledge more efficiently. We investigated the use of SRL strategies in individual learning from expository science hypertext, the correlations between different [...] Read more.
Self-regulated learning (SRL) plays an important role in successful learning with hypertexts. The use of appropriate SRL strategies helps students acquire new knowledge more efficiently. We investigated the use of SRL strategies in individual learning from expository science hypertext, the correlations between different measures of self-regulation, and the differences in SRL between more and less successful students. A sample of 443 ninth graders from 15 different schools participated in the study. A variety of off- and online measures were used to measure SRL. Data were collected from student traces, questionnaires, tests scores, and notes. Low correlations between the off- and online measures of SRL suggest that they measure different aspects of SRL use in learning digital science texts. Student achievement in science positively correlated with their use of SRL strategies. Students with higher knowledge gains reported the higher use of deep cognitive strategies, higher motivation for learning, and used a higher number of strategies in note-taking while learning. The results of this study may have practical implications for teachers to support student SRL and for developers of digital learning materials to incorporate SRL scaffolding into learning topics. Full article
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18 pages, 1001 KiB  
Article
Self-Regulation, Teaching Presence, and Social Presence: Predictors of Students’ Learning Engagement and Persistence in Blended Synchronous Learning
by Qiuju Zhong, Ying Wang, Wu Lv, Jie Xu and Yichun Zhang
Sustainability 2022, 14(9), 5619; https://doi.org/10.3390/su14095619 - 06 May 2022
Cited by 12 | Viewed by 2833
Abstract
Blended synchronous learning (BSL) is becoming increasingly widely implemented in many higher education institutions due to its accessibility and flexibility. However, little research has been conducted to explore students’ engagement and persistence and their possible predictors in such a learning mode. The purpose [...] Read more.
Blended synchronous learning (BSL) is becoming increasingly widely implemented in many higher education institutions due to its accessibility and flexibility. However, little research has been conducted to explore students’ engagement and persistence and their possible predictors in such a learning mode. The purpose of this study was to investigate how to facilitate students’ engagement and persistence in BSL. In detail, this study used structural equation modeling to explore the relationships among specific predictors (self-regulation, teaching presence, and social presence), learning engagement, and learning persistence in BSL. We recruited 319 students who were enrolled in BSL at a Chinese university. The online survey was administered to gather data on the variables of this study. The results demonstrated that self-regulation, teaching presence, and social presence were positively associated with learning engagement. Self-regulation and learning engagement were positively associated with learning persistence. Moreover, learning engagement mediated the relationships between self-regulation, teaching presence, social presence, and learning persistence. This study suggests that self-regulation, teaching presence, and social presence are significant predictors for student learning engagement and persistence in BSL. Full article
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20 pages, 1368 KiB  
Article
How Did It Get So Late So Soon? The Effects of Time Management Knowledge and Practice on Students’ Time Management Skills and Academic Performance
by Sebastian Trentepohl, Julia Waldeyer, Jens Fleischer, Julian Roelle, Detlev Leutner and Joachim Wirth
Sustainability 2022, 14(9), 5097; https://doi.org/10.3390/su14095097 - 23 Apr 2022
Cited by 9 | Viewed by 18119
Abstract
Time management is regarded as an important prerequisite for effective and efficient learning in higher education. However, university students’ time management frequently proves to be deficient, especially with freshman students, who can therefore benefit from appropriate time management interventions. The aim of this [...] Read more.
Time management is regarded as an important prerequisite for effective and efficient learning in higher education. However, university students’ time management frequently proves to be deficient, especially with freshman students, who can therefore benefit from appropriate time management interventions. The aim of this study was to compare the effects of an intervention focused on imparting time management knowledge with those of an intervention focused on time management practice. We conducted an experiment with N = 118 university students who took part in a course over the duration of one semester. Participants with a time management deficit at the beginning of the semester (n = 88) were randomly assigned to one of three experimental conditions: (a) time management knowledge, (b) time management practice, (c) control group. Exam scores at the end of the semester were considered as an indicator of participants’ academic performance. The results showed significant time management improvements for both time management intervention groups, but the time management practice group appeared superior. Academic performance was better in the time management practice group also, although the results were inconsistent. The effect of time management practice on academic performance was mediated by students’ time management skills. Full article
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18 pages, 2923 KiB  
Article
An Empirical Study on the Relationship between Cognition and Metacognition in Technology-Enhanced Self-Regulated Learning
by Tuan Minh Tran and Shinobu Hasegawa
Sustainability 2022, 14(7), 3837; https://doi.org/10.3390/su14073837 - 24 Mar 2022
Cited by 2 | Viewed by 3444
Abstract
Self-regulated learning (SRL) has become an indispensable ability for learners to succeed in self-study. A fast-growing number of learners worldwide opt for studying via technology-enhanced learning environments (TELEs) to enrich their education. Since the outbreak of the global COVID-19 pandemic, learners have relied [...] Read more.
Self-regulated learning (SRL) has become an indispensable ability for learners to succeed in self-study. A fast-growing number of learners worldwide opt for studying via technology-enhanced learning environments (TELEs) to enrich their education. Since the outbreak of the global COVID-19 pandemic, learners have relied more and more on online and distance learning for their own education purposes; this circumstance urges learners to self-regulate their learning processes. Striving for understanding learners’ SRL ability in TELEs to provide them with sufficient support, this research analyzed the relationship between the two key factors of SRL, cognition and metacognition, from the context of self-study in TELEs. Applying our proposed hypothetical model on the relationship between cognition and metacognition, we conducted a pilot study in which 20 postgraduate students solved a complex academic task delivered via a TELE—the learning management system Moodle. In this experiment, the correlation between the students’ cognitive and metacognitive scores was analyzed. The experimental results showed that there is a positive linear correlation between cognition and metacognition of a learner when he or she performs a complex task in TELEs, and such a correlation can be classified into different profiles. Implications include opportunities to help learners understand their SRL profiles and provide recommendations for further research on the granularity of SRL characteristics. Full article
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15 pages, 402 KiB  
Systematic Review
Systematic Literature Review on the Elements of Metacognition-Based Higher Order Thinking Skills (HOTS) Teaching and Learning Modules
by Hainora Hamzah, Mohd Isa Hamzah and Hafizhah Zulkifli
Sustainability 2022, 14(2), 813; https://doi.org/10.3390/su14020813 - 12 Jan 2022
Cited by 23 | Viewed by 6405
Abstract
Contemporary educational approaches which enculturate higher order thinking skills (HOTSs) through teaching and learning have become the latest trend in teaching. Knowledge clarity, understanding mastery, and teaching readiness are the catalysts for successfully implementing HOTS elements in teaching. However, even though HOTS learning [...] Read more.
Contemporary educational approaches which enculturate higher order thinking skills (HOTSs) through teaching and learning have become the latest trend in teaching. Knowledge clarity, understanding mastery, and teaching readiness are the catalysts for successfully implementing HOTS elements in teaching. However, even though HOTS learning is inextricably linked to metacognitive skills, teachers frequently underutilize metacognitive skills as an effective method of teaching HOTSs. Therefore, teachers face difficulties regarding their skills in integrating HOTSs into their teaching. Numerous studies on HOTS teaching and learning modules to guide teachers in applying these have been conducted; however, only a few researchers have conducted systematic literature reviews on the same subject. This article aims to produce a systematic literature review on the elements of a metacognition-based HOTSs teaching and learning module. The systematic literature review (SLR) writing process was conducted in accordance with the PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) framework. Using 2 databases, namely, Web of Sciences (WoS) and Scopus, 15 articles were extracted out of 252, from 2017 to 2021, with exclusion and inclusion criteria taken into consideration. Based on the study’s thematic analysis, 3 main themes were identified: (1) HOTS, (2) metacognitive, and (3) inquiry. This study suggests that these three elements should be included in the contribution element of metacognition-based HOTSs teaching modules in school. This study contributes knowledge and guidelines to the construction of metacognition-based HOTSs teaching modules in schools, teachers’ preparedness to plan, monitor, and evaluate students’ higher order thinking skills, and opportunities for students to learn through HOTSs learning elements, as suggested in metacognition-based HOTS teaching modules. Full article
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