The effect of e-Learning practices during the Covid-19 pandemic on enhancing self-regulated learning skills as perceived by university students
DOI:
https://doi.org/10.34069/AI/2021.39.03.12Palabras clave:
electronic teaching practices; Corona pandemic, self-regulated learning skills; university students.Resumen
This paper aimed to investigate the effect of e-Learning practices during the Covid-19 pandemic on enhancing SRL skills as perceived by university students. One hundred –eighty students participated. They aged from 19-21 years ( M=20.3 years, SD= 2.01). An electronic questionnaire using (Google doc) was developed, and distributed it electronically via social networking sites, and a total of (180) responses were manipulated. A descriptive and analytical approach was employed, for its relevance to the topic and objectives of the study, as it studies a phenomenon, event or issue that currently exists from which information can be obtained that answers the research questions without the researcher's intervention. It is evident that the score of individuals for the role of electronic teaching practices during the Corona pandemic in enhancing their SRL skills was average at a relative weight (68.42%). There are no statistically significant differences at the level of significance (?? 0.05) between the average scores of the sample members ’assessment of the role of electronic teaching practices during the Corona pandemic in enhancing their SRL skills due to the Major variable.
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Alenezi, A. (2020). The Role of e-Learning Materials in Enhancing Teaching and Learning Behaviors. International Journal of Information and Education Technology, 10(1), 48-56
Al-Juhani, L. (2017). Open electronic courses are widespread and their role in supporting motivation and self-regulated learning strategies. Journal of the Islamic University for Educational and Psychological Studies, 25(4), 257-228.
Al-Rashidi, B. (2020). The Impact of E-Learning in Improving Self-Learning Skills for Students of Teaching and Communication Technologies at the University of Hail. Journal of the Islamic University for Educational and Psychological Studies, 28(1), 161-141
Al-Ruwaili, M. (2018). The degree to which female preparatory year students at Northern Border University possess the skills of self-organized learning. Journal of the Islamic University for Educational and Psychological Studies, 26(3), 159-186
Al-Sa`ida, M. (2015). The Effect of Teaching Using Tablet (iPad) Technology on Achievement and Development of Self-Learning Skills for Sixth-Grade Basic Students, (Master Thesis), University of Jordan, Amman.
Basilaia, G., & Kvavadze, D. (2020). Transition to Online Education in Schools during a SARS-CoV-2 Coronavirus (COVID-19) Pandemicin Georgia. Pedagogical Research, 5(4), em0060. https://doi.org/10.29333/pr/7937 Retrieved, 27/5/2020.
Broadbent, J. & Poon, W. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review” The Internet and Higher Education, 27, 1-13
Chick, R. C. (2020). Using Technology to Maintain the Education of Residents during the COVID-19 Pandemic. Journal of Surgical Education, 77, 729-732.
Dwi, S., Nur F., & Septi S.S. (2020). A quick study on SRL profiles of online learning participants during the anticipation of the spread of COVID-19. International Journal of Evaluation and Research in Education (IJERE), 9(3), 723- 30.
Eissa, M. (2015). The Effectiveness of a Self Regulated Learning-Based Training Program on Improving Cognitive and Metacognitive EFL Reading Comprehension of 9th Graders With Reading Disabilities. Psycho-Educational Research Reviews, 4 (3), 49 -62.
Eissa, M. & Ayman, G. (2020). Modeling Self-Regulated Learning: The mediating role in the relationship between academic procrastination and problematic smartphone use among third year-middle school learning disabled students. Electronic Journal of Research in Educational Psychology, 18 (3), 507-522.
ElAdl, A. & Eissa, M. (2019). Effect of a Brain-Based Learning Program on Working Memory and Academic Motivation Among Tenth Grade Omanis Students. Psycho-Educational Research Reviews, 8(1), 42-50.
ElAdl, A. & Yousra, S. (2020). The Effect of Self-Regulated Learning Strategies on Developing Creative Problem Solving and Academic Self-Efficacy Among Intellectually Superior High School Students. Psycho-Educational Research Reviews, 9(1), 97-106.
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Habib, A. (2015). Metacognition, Critical Thinking, Gender As Predictors of Achievement of 10th Graders in Science, Technology, Engineering and Mathematic School (STEM). Psycho-Educational Research Reviews, 4(3), 42 -54.
Haleem, A., Javaid, M., Vaishya, M. R., & Deshmukh, S.G. (2020). Areas of academic research with the impact of COVID-19. American Journal of Emergency Medicine, 38, 1524–1526. https://doi.org/10.1016/j.ajem.2020.04.022.
Hinnawi, M. (2018). The reality of students' use of the self-organized pattern of e-learning and their attitudes towards it in Al-Quds Open University. Journal of Educational and Psychological Sciences, 19(1), 103-137
Kilic, D., Yavuz, S. & ?ükrü, A. (2013). The Relationship Among Self-Efficacy, Self-Esteem and Subjective Well-Being Levels of Prospective Teachers. Psycho-Educational Research Reviews, 2 (3), 41-52.
Mahmoud, A. (2019). The Role of E-learning in Promoting the Practice of Al-Azhar and Islamic Universities Learning Organized Strategies. The Arab Journal for Quality Assurance of University Education, 12(4), 32-69.
Mostafa, O. (2016). The Effect of Metacognitive Strategy Training on Science Process Skills and Science Self-Efficacy Among First Year Prep Students With Learning Disabilities. Psycho-Educational Research Reviews, 5(3), 121 -132.
Mostafa, O. (2018). Academic Overload, Self-Efficacy and Perceived Social Support As Predictors of Academic Adjustment Among First Year University Students. Psycho-Educational Research Reviews, 7(1), 86 -101
Murphy, M. P. A. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy. doi: 10.1080/13523260.2020.1761749
Ozen, Ö. & ?lke, E. (2016). Self-Regulation Skills and Test Anxiety of Senior High School Students. Psycho-Educational Research Reviews, 5(3), 94-111.
Poitras, E. G., & Lajoie, S. (2018). Using technology-rich environments to foster self regulated learning in the social studies. In D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance. New York: Routledge.
Shaheen, M. & Rayan, A. (2013). Attitudes of Al-Quds Open University students towards electronic appointments and their relationship to SRL skills, The Palestinian Journal of Open Education, 4(7), 11-48
Shazia R. & Sunishtha S. (2020). Impact of Covid-19 Pandemic on Higher Education and Research. Indian Journal of Human Development, 1–4, DOI: 10.1177/0973703020946700
Tadesse, S., & Muluye, W. (2020). The Impact of COVID-19 Pandemic on Education System in Developing Countries: A Review. Open Journal of Social Sciences, 8, 159-170.
Tsai, M.-J. (2009). The Model of Strategic e-Learning: Understanding and Evaluating Student e-Learning from Metacognitive Perspectives. Educational Technology & Society, 12(1), 34-48.
Vásquez Gastelumendi, D. V., Ríos Campos, C. A., Santamaría Baldera, N., Gutiérrez Valverde, K. S., Camacho Delgado, F. M., Aguirre Zaquinaula, I. R., & Estela Urbina, R. O. (2019). organizational strategies to strengthen the work environment at the Professional School of Medical Technology - Faculty of Health Sciences of the University of Chiclayo. Revista De La Universidad Del Zulia, 10(28), 112-136. Recuperado a partir de https://produccioncientificaluz.org/index.php/rluz/article/view/30602
Walid, S. (2011). E-learning new applications. Cairo: Arab Thought House.
Weeden, K. A., & Benjamin, C. (2020). The small-world network of college classes: implications for epidemic spread on a university campus. Sociological Science, 7, 222–241.
Yilmaz, M. & Erkan, K. (2014). The Relationship Between Motivation and Job Satisfaction of Secondary School Teachers. Psycho-Educational Research Reviews, 3(3), 74 -85.
Yen, S. C., Lo, Y., Lee, A., & Enriquez, J. (2018). Learning online, offline, and in-between: comparing student academic outcomes and course satisfaction in face-to-face, online, and blended teaching modalities. Education and Information Technologies, 23(5), 2141-2153.
Abdul Khalik, A. (2014). The Effect of Metacognitive Strategy Training on Student Mathematical Problem Solving Process and Contemplative Thinking Skills in Primary School Children With Learning Disabilities. Psycho-Educational Research Reviews, 3(2), 3-11.
Abu Hamid, A. (2013). Contemporary educational technology and curriculum development. Jordan: Wael House.
Alenezi, A. (2020). The Role of e-Learning Materials in Enhancing Teaching and Learning Behaviors. International Journal of Information and Education Technology, 10(1), 48-56
Al-Juhani, L. (2017). Open electronic courses are widespread and their role in supporting motivation and self-regulated learning strategies. Journal of the Islamic University for Educational and Psychological Studies, 25(4), 257-228.
Al-Rashidi, B. (2020). The Impact of E-Learning in Improving Self-Learning Skills for Students of Teaching and Communication Technologies at the University of Hail. Journal of the Islamic University for Educational and Psychological Studies, 28(1), 161-141
Al-Ruwaili, M. (2018). The degree to which female preparatory year students at Northern Border University possess the skills of self-organized learning. Journal of the Islamic University for Educational and Psychological Studies, 26(3), 159-186
Al-Sa`ida, M. (2015). The Effect of Teaching Using Tablet (iPad) Technology on Achievement and Development of Self-Learning Skills for Sixth-Grade Basic Students, (Master Thesis), University of Jordan, Amman.
Basilaia, G., & Kvavadze, D. (2020). Transition to Online Education in Schools during a SARS-CoV-2 Coronavirus (COVID-19) Pandemicin Georgia. Pedagogical Research, 5(4), em0060. https://doi.org/10.29333/pr/7937 Retrieved, 27/5/2020.
Broadbent, J. & Poon, W. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review” The Internet and Higher Education, 27, 1-13
Chick, R. C. (2020). Using Technology to Maintain the Education of Residents during the COVID-19 Pandemic. Journal of Surgical Education, 77, 729-732.
Dwi, S., Nur F., & Septi S.S. (2020). A quick study on SRL profiles of online learning participants during the anticipation of the spread of COVID-19. International Journal of Evaluation and Research in Education (IJERE), 9(3), 723- 30.
Eissa, M. (2015). The Effectiveness of a Self Regulated Learning-Based Training Program on Improving Cognitive and Metacognitive EFL Reading Comprehension of 9th Graders With Reading Disabilities. Psycho-Educational Research Reviews, 4 (3), 49 -62.
Eissa, M. & Ayman, G. (2020). Modeling Self-Regulated Learning: The mediating role in the relationship between academic procrastination and problematic smartphone use among third year-middle school learning disabled students. Electronic Journal of Research in Educational Psychology, 18 (3), 507-522.
ElAdl, A. & Eissa, M. (2019). Effect of a Brain-Based Learning Program on Working Memory and Academic Motivation Among Tenth Grade Omanis Students. Psycho-Educational Research Reviews, 8(1), 42-50.
ElAdl, A. & Yousra, S. (2020). The Effect of Self-Regulated Learning Strategies on Developing Creative Problem Solving and Academic Self-Efficacy Among Intellectually Superior High School Students. Psycho-Educational Research Reviews, 9(1), 97-106.
Green, J.A., Bolick, C.M., Caprino, A, M., Deekens, V.M., McVea, M., Yu, S., & Jackson, W.P. (2015). Fostering high-school students’ self-regulated learning online and across academic domains. The High School Journal, 99(1), 88-106.
Habib, A. (2015). Metacognition, Critical Thinking, Gender As Predictors of Achievement of 10th Graders in Science, Technology, Engineering and Mathematic School (STEM). Psycho-Educational Research Reviews, 4(3), 42 -54.
Haleem, A., Javaid, M., Vaishya, M. R., & Deshmukh, S.G. (2020). Areas of academic research with the impact of COVID-19. American Journal of Emergency Medicine, 38, 1524–1526. https://doi.org/10.1016/j.ajem.2020.04.022.
Hinnawi, M. (2018). The reality of students' use of the self-organized pattern of e-learning and their attitudes towards it in Al-Quds Open University. Journal of Educational and Psychological Sciences, 19(1), 103-137
Kilic, D., Yavuz, S. & ?ükrü, A. (2013). The Relationship Among Self-Efficacy, Self-Esteem and Subjective Well-Being Levels of Prospective Teachers. Psycho-Educational Research Reviews, 2 (3), 41-52.
Mahmoud, A. (2019). The Role of E-learning in Promoting the Practice of Al-Azhar and Islamic Universities Learning Organized Strategies. The Arab Journal for Quality Assurance of University Education, 12(4), 32-69.
Mostafa, O. (2016). The Effect of Metacognitive Strategy Training on Science Process Skills and Science Self-Efficacy Among First Year Prep Students With Learning Disabilities. Psycho-Educational Research Reviews, 5(3), 121 -132.
Mostafa, O. (2018). Academic Overload, Self-Efficacy and Perceived Social Support As Predictors of Academic Adjustment Among First Year University Students. Psycho-Educational Research Reviews, 7(1), 86 -101
Murphy, M. P. A. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy. doi: 10.1080/13523260.2020.1761749
Ozen, Ö. & ?lke, E. (2016). Self-Regulation Skills and Test Anxiety of Senior High School Students. Psycho-Educational Research Reviews, 5(3), 94-111.
Poitras, E. G., & Lajoie, S. (2018). Using technology-rich environments to foster self regulated learning in the social studies. In D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance. New York: Routledge.
Shaheen, M. & Rayan, A. (2013). Attitudes of Al-Quds Open University students towards electronic appointments and their relationship to SRL skills, The Palestinian Journal of Open Education, 4(7), 11-48
Shazia R. & Sunishtha S. (2020). Impact of Covid-19 Pandemic on Higher Education and Research. Indian Journal of Human Development, 1–4, DOI: 10.1177/0973703020946700
Tadesse, S., & Muluye, W. (2020). The Impact of COVID-19 Pandemic on Education System in Developing Countries: A Review. Open Journal of Social Sciences, 8, 159-170.
Tsai, M.-J. (2009). The Model of Strategic e-Learning: Understanding and Evaluating Student e-Learning from Metacognitive Perspectives. Educational Technology & Society, 12(1), 34-48.
Vásquez Gastelumendi, D. V., Ríos Campos, C. A., Santamaría Baldera, N., Gutiérrez Valverde, K. S., Camacho Delgado, F. M., Aguirre Zaquinaula, I. R., & Estela Urbina, R. O. (2019). organizational strategies to strengthen the work environment at the Professional School of Medical Technology - Faculty of Health Sciences of the University of Chiclayo. Revista De La Universidad Del Zulia, 10(28), 112-136. Recuperado a partir de https://produccioncientificaluz.org/index.php/rluz/article/view/30602
Walid, S. (2011). E-learning new applications. Cairo: Arab Thought House.
Weeden, K. A., & Benjamin, C. (2020). The small-world network of college classes: implications for epidemic spread on a university campus. Sociological Science, 7, 222–241.
Yilmaz, M. & Erkan, K. (2014). The Relationship Between Motivation and Job Satisfaction of Secondary School Teachers. Psycho-Educational Research Reviews, 3(3), 74 -85.
Yen, S. C., Lo, Y., Lee, A., & Enriquez, J. (2018). Learning online, offline, and in-between: comparing student academic outcomes and course satisfaction in face-to-face, online, and blended teaching modalities. Education and Information Technologies, 23(5), 2141-2153.
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2021-05-05
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AbdulWahab Mahmoud, E. (2021). The effect of e-Learning practices during the Covid-19 pandemic on enhancing self-regulated learning skills as perceived by university students. Amazonia Investiga, 10(39), 129–135. https://doi.org/10.34069/AI/2021.39.03.12
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