Assessing and promoting self-regulation in blended learning environments

Clicks: 8
ID: 287528
2023
Free PDF
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This article has not been analysed, so there is no overall score — reader engagement is measured and shown alongside.
AI Quality Assessment
Not analyzed
Readership in this journal
Steady

Ranked #720 of 3,757 articles by views in Malay Journal

Most read Least read

Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 3,757 in total.

Mint this article as an NFT
Not yet minted

Create a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.

5 SUSD one-off · no wallet required
Sign in to mint
Abstract
The popularity of Blended Learning (BL) continues to increase worldwide, especially now in the new normal era. Meanwhile, Self-Regulated Learning (SRL) strategies have been linked to improved academic performance. However, BL presented challenges for students still honing their SRL skills. Thus, it is crucial to identify and assess the support that students need to help them develop SRL strategies. Moreover, a scoping review revealed that existing SRL questionnaires were unsuitable for measuring SRL in BL settings. Therefore, this study aims to develop and evaluate a Blended Learning Self-regulatory Strategies Questionnaire (BLeSS-Q) using Rasch Analysis to assess SRL strategies in BL contexts. Following revisions based on exploratory factor analysis results from pilot testing, BLeSS-Q was administered to 427 BL students. The study found that BLeSS-Q satisfies the Rasch model for unidimensionality and item dependency. It also demonstrates an item reliability of 0.96 and a person reliability of 0.91. All 45 items met the requirement of fit statistics analysis. However, the Wright map showed limited coverage at lower ability levels. In addition, rating scale calibration indicated confusion between neutral and disagree scales. Thus, BLeSS-Q will feature four scales for future use, omitting the neutral scale. Furthermore, BLeSS-Q revealed that regardless of gender, age, grade level, or types of blended learning modality, blended students show moderate strategic skills in all eight SRL strategy components. Moreover, MANOVA found significant differences between concurrent and flipped students in Input Cognitive Strategies (F (8, 418) = 7.017, p = .008l) and Peer Management Strategies (F (8, 418) = 6.867, p = .009). These findings were shared with BL teachers, and their feedback informed revisions to the Self-Regulation Empowerment Program (SREP) to suit the needs of BL students better. The validation of BLeSS-Q and the revised SREP can offer specifically tailored interventions to ensure that students who struggle with self-regulation are given the tools and strategies they need to improve their self-regulation. For the next cycle, it is recommended to implement the revised SREP to confirm its suitability in promoting self-regulation in the context of blended learning. Keywords: self-regulated learning, blended learning, SRL strategies, Self-Regulation Empowerment Program, SRL questionnaire, Rasch analysis
Reference Key
persistent_1760661864_68f19168a12d8 Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Quimson, Jerrie-Marie Q.
Journal Malay Journal
Year 2023
DOI
DOI not found
URL
https://animorepository.dlsu.edu.ph/etdd_scied/28
Keywords Keywords not found

Citations

No citations found. To add a citation, contact the admin at info@scimatic.org

Comments

No comments yet. Be the first to comment on this article.