Online Learning in the Time of the COVID-19 Crisis: Implications for the Self-Regulated Learning of University Design Students

Autor/in	Mou, Tsai-Yun
Titel	Online Learning in the Time of the COVID-19 Crisis: Implications for the Self-Regulated Learning of University Design Students
Quelle	In: Active Learning in Higher Education, 24 (2023) 2, S.185-205 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mou, Tsai-Yun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/14697874211051226
Schlagwörter	Electronic Learning; COVID-19; Pandemics; Independent Study; Design; Diaries; Goal Orientation; Time Management; Self Management; Self Evaluation (Individuals); Undergraduate Students; Learning Strategies + Suchen Sie Ihr Suchwort? Selbststudium; Diary; Tagebuch; Zielorientierung; Zielvorstellung; Zeitmanagement; Selbstmanagement; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	This study investigated the intervention of a weekly learning diary on design students' self-regulated learning in an online learning environment. A total of 54 undergraduate students from an intermediate and an advanced course respectively participated in this study. In a 7-week period of online learning, the students had to complete a course project on their own. Synchronous online learning with the Microsoft Teams program was adopted for students to have real-time learning as well as recordings for after-class reviewing. The results revealed that the structured weekly diary was helpful for the students' goal setting, time management, self-monitoring, and self-evaluation. Students with clear strategies of time management mostly had better performance. The students had an upward trend of self-monitoring and self-evaluation. Regarding their self-efficacy, the freshman class did not change greatly over time but the senior class steadily built up confidence in online learning and self-regulated learning. Nevertheless, the process and experiences of online self-regulated learning with the intervention of the learning diary influenced the design students to a certain degree. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01