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Radical Solutions for Education in AfricaFostering Students’ SRL in an Online Learning Environment

Radical Solutions for Education in Africa: Fostering Students’ SRL in an Online Learning Environment [Recent research suggests that emerging technologies such as mobile devices represent unprecedented opportunities for students to be self-regulated learners, to work independently, and leverage their ability of self-regulated learning (SRL) to acquire knowledge and therefore to take responsibility for their learning regardless of any circumstance concerning learning environments. Effective pedagogical approaches such as select, organize, associate, and regulate (SOAR) is mainly developed to be an efficient instructional method for fostering students’ SRL skills. This study examined and compared the effectiveness of three mobile learning strategies: Mobile SOAR (M-SOAR), mobile SOAR with paper (M-SOAR-P), and mobile without SOAR (M-W-SOAR) to enhance students’ SRL skills, promote motivation, and improve learning performance of a science topic in an online learning environment. This study was carried out in Khartoum city, Sudan. Three classes of Sudanese higher school students participated in the study. The students were assigned to the M-SOAR approach (experimental group A, n = 34), M-SOAR-P (experimental group B, n = 32), and M-W-SOAR (control group, n = 33) as three learning methods. The online self-regulated learning questionnaire (OSLQ) and elements of attention, relevance, confidence, and satisfaction (ARCS) motivation questionnaire as well as the performance test were accomplished. The findings yielded that SRL skills and motivation of experimental group A were more positive compared to the experimental group B and the control group. The performance test computed by SPSS yielded that there was a statistically significant difference between three groups, in favor of the experimental group A. The study recommends further research into the effectiveness of a pedagogical SOAR approach on fostering students’ SRL in online learning environments.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Radical Solutions for Education in AfricaFostering Students’ SRL in an Online Learning Environment

Part of the Lecture Notes in Educational Technology Book Series
Editors: Burgos, Daniel; Olivier, Jako
Elsafi, Abdelwahed
Radical Solutions for Education in Africa — Aug 3, 2021
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References (14)

Publisher
Springer Singapore
Copyright
© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2021
ISBN
978-981-16-4098-8
Pages
41 –57
DOI
10.1007/978-981-16-4099-5_3
Publisher site
See Chapter on Publisher Site

Abstract

[Recent research suggests that emerging technologies such as mobile devices represent unprecedented opportunities for students to be self-regulated learners, to work independently, and leverage their ability of self-regulated learning (SRL) to acquire knowledge and therefore to take responsibility for their learning regardless of any circumstance concerning learning environments. Effective pedagogical approaches such as select, organize, associate, and regulate (SOAR) is mainly developed to be an efficient instructional method for fostering students’ SRL skills. This study examined and compared the effectiveness of three mobile learning strategies: Mobile SOAR (M-SOAR), mobile SOAR with paper (M-SOAR-P), and mobile without SOAR (M-W-SOAR) to enhance students’ SRL skills, promote motivation, and improve learning performance of a science topic in an online learning environment. This study was carried out in Khartoum city, Sudan. Three classes of Sudanese higher school students participated in the study. The students were assigned to the M-SOAR approach (experimental group A, n = 34), M-SOAR-P (experimental group B, n = 32), and M-W-SOAR (control group, n = 33) as three learning methods. The online self-regulated learning questionnaire (OSLQ) and elements of attention, relevance, confidence, and satisfaction (ARCS) motivation questionnaire as well as the performance test were accomplished. The findings yielded that SRL skills and motivation of experimental group A were more positive compared to the experimental group B and the control group. The performance test computed by SPSS yielded that there was a statistically significant difference between three groups, in favor of the experimental group A. The study recommends further research into the effectiveness of a pedagogical SOAR approach on fostering students’ SRL in online learning environments.]

Published: Aug 3, 2021

Keywords: Online learning environment; SOAR learning approach; Mobile learning; Self-regulated learning (SRL)

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