Syftet med uppsatsen var att studera de olika problemtyper, lösningsstrategier och samarbetsformer som användes i grundskolans årskurs 4-6 vid arbete med problemlösning i matematik. För att genomföra studien observerades tre olika klasser; en årskurs 4, en årskurs 5 och en årskurs 6. Lärarna i respektive klass intervjuades för att undersöka tankarna bakom den undervisning de bedrev.   De sorters problem eleverna arbetade med varierade och det gjorde även strategierna som de använde. De strategier som var mest frekvent förekommande var emellertid att rita bilder, gissa och pröva samt att välja en eller flera operationer att arbeta med.   Eleverna arbetade både enskilt, i mindre grupper och i helklass när de arbetade med problemlösning. Helst skulle alla dessa tre delar tillgodoses, ansåg flera av de intervjuade lärarna. / The purpose of this thesis was to study the different types or problems, strategies for solving and forms of cooperation used in Swedish elementary school grades 4-6 when working with problem solving in mathematics. Three different grades were studied in this thesis; one 4th grade, one 5th grade and one 6th grade. The teachers in each class were interviewed to study the ideas behind the teaching methods they were using.   The types of problems students worked with varied and so did the strategies that they used. The most frequent strategies, however, was to draw pictures, guess and try and select one or several operations to work with.   The students worked individually, in small groups and everyone in the class together, when they solved problems. Several of the interviewed teachers wanted all of these three forms of learning to be part of their teaching.

The study examined how 5 adult Korean learners of English developed self-regulated learning (SRL) skills to overcome lexical problems in their English writing. Empirical studies have consistently shown that many of the greatest problems for ESL learners in writing are lexical in nature. The goal of the present study was to help participants to address these problems, first through tutored assistance and then more independently by controlling their uses of strategies through planning, monitoring, and evaluation processes. The study involved two phases: Phase 1 was exploratory in nature, in which I attempted to identify typical lexical problems Korean learners of English encounter in writing. Phase 2 included an intervention in the form of one-on-one tutoring that followed the cyclic model of SRL proposed by Zimmerman, Bonner, and Kovach (1996). I worked with 5 participants through the SRL cycle individually as they wrote and revised 3 argumentative essays. The intervention lasted for 9 weeks, focusing on developing the participants’ SRL skills in writing through the use of various strategies that were devised in Phase 1 and refined throughout Phase 2. I analyzed the participants’ difficulties and uses of strategies, self-ratings on their essays, and several measures of essay quality to examine changes in their SRL skills, self-efficacy, and writing skills. The participants initially encountered various types of difficulties in their English writing and primarily relied on self-employed strategies to cope with their difficulties. Over the course of the intervention, the participants’ attention to their difficulties and uses of various linguistic resources became progressively more focused and specific. Initially, the participants largely depended on their L1 to write their L2 essays, being chiefly occupied with the grammatical encoding of their communicative intentions. Subsequently, the participants displayed unique patterns in developing their SRL skills, which exerted positive influences on building their self-efficacy beliefs as writers and on improving the quality of their essays. Based on these findings, I emphasize the growing need for L2 writing teachers to incorporate language-focused, vocabulary-centered, and corpora-based instruction into their teaching practices. In turn, students require individual support and untimed writing tasks to develop SRL skills in writing.

abstract: Community college students are attracted to courses with alternative delivery formats such as hybrid courses because the more flexible delivery associated with such courses provides convenience for busy students. In a hybrid course, face-to-face, structured seat time is exchanged for online components. In such courses, students take more responsibility for their learning because they assume additional responsibility for learning more of the course material on their own. Thus, self-regulated learning (SRL) behaviors have the potential to be useful for students to successfully navigate hybrid courses because the online components require exercise of more personal control over the autonomous learning situations inherent in hybrid courses. Self-regulated learning theory includes three components: metacognition, motivation, and behavioral actions. In the current study, this theoretical framework is used to examine how inducing self-regulated learning activities among students taking a hybrid course influence performance in a community college science course. The intervention for this action research study consisted of a suite of activities that engage students in self-regulated learning behaviors to foster student performance. The specific SRL activities included predicting grades, reflections on coursework and study efforts in course preparation logs, explanation of SRL procedures in response to a vignette, photo ethnography work on their personal use of SRL approaches, and a personalized study plan. A mixed method approach was employed to gather evidence for the study. Results indicate that community college students use a variety of self-regulated learning strategies to support their learning of course material. Further, engaging community college students in learning reflection activities appears to afford some students with opportunities to refine their SRL skills and influence their learning. The discussion focuses on integrating the quantitative and qualitative data and explanation of the findings using the SRL framework. Additionally, lessons learned, limitations, and implications for practice and research are discussed. Specifically, it is suggested that instructors can foster student learning in hybrid courses by teaching students to engage in SRL processes and behaviors rather than merely focusing on delivery of course content. Such SRL behaviors allow students to exercise greater control over the autonomous learning situations inherent in hybrid courses. / Dissertation/Thesis / Ed.D. Leadership and Innovation 2013

The emergence of new trends sometimes carries the risk that established, well-proven concepts rooted in other disciplines are not properly integrated into new approaches. As Learning Analytics seems to be evolving into a highly multidisciplinary field, we would like to demonstrate the importance of embedding classic theories and concepts into a Learning Analytics, system-data-driven setting. Our results confirm that classical factors that are operationalized with the help of system-generated data outperform more recent survey-based models. Therefore, we want to stress the point that system-generated data should not be left behind in the quickly evolving field of Learning Analytics.

Mental health is one of the biggest issues facing governments around the globe (Keyes, 2013). Mental health is a state of well-being wherein individuals realize their potential, cope with normal life stressors, work productively, and contribute to society (World Health Organization, 2014). Findings from the American College Health Assessment survey reveal the vast majority of postsecondary students in Canada and the United States report (a) feeling inundated and exhausted by their academic work, and (b) experiencing levels of stress and anxiety compromising physical and mental health, academic learning, and personal success (ACHA, 2019). Self-regulated learning (SRL) is a key component of student success at university, however despite the large body of research establishing the role of SRL in student success at university, there is a paucity of research on mental health and SRL at university. To date mental health and SRL have been underexamined as dynamic processes that develop over time as highly situated, metacognitive processes. The purpose of this multi-paper dissertation was twofold: (a) to examine the interplay between self-regulated learning and mental health in student success at university, and (b) to explore a variety of methods and analyses examining this interplay. Davis and Hadwin (2019) examined psychological well-being (PWB) and SRL and how they differ between groups of students with different levels of within-person PWB during an academic semester of a learning-to-learn course. Davis, Milford, and MacDonald (2019) used multi-level modelling to further examine the associations over time between students’ PWB and academic engagement, goal attainment, goal satisfaction, and rating of mental health and well-being challenge. Finally, Davis, Rostampour, Hadwin, and Rush (2020) built on the findings of Papers 1 and 2 by using a case study approach to examine mental health and adaptive regulation exhibited by two contrasting groups of students (i.e., the high mental health group and the low mental health group) in a university learning-to-learn course. There were five main findings from the studies in this dissertation. First, there is a positive relation between PWB and SRL. Second, mental health is a condition and product affecting learning. Third, students’ mental health affects metacognitive standards and is a target of learning goals. Fourth, students’ mental health affects their engagement in adaptive regulation of learning. Fifth, including mental health in online SRL diary tools may benefit all students. Finally, the main findings from this dissertation provide two directions for future research: (a) considering the interplay of mental health SRL as a heuristic process fueled by metacognition where students take an active role, experiment, and consider feedback in their learning, and (b) situating mental health within metacognitive SRL interventions. / Graduate

The ability to transfer what you know to new and different contexts is a sign of successful learning. While students often graduate from college with the required number of courses many lack the skills necessary to apply appropriate strategies to solve problems in different contexts, to reason, and think critically. More than a decade ago the Boyer Report (1995) pointed to this fact as a sign that Universities were falling short in adequately supporting their undergraduate populations. As a result, it is not uncommon to see educational institutions introducing new courses and programs geared towards helping students learn better. This study explores learner experiences and the impact on self-regulated learning within a distributed learning setting when motivated by problem-based learning, game play, and computer-based instruction. In this study the instructional design of the course introduced undergraduate students to authentic learning experiences in which students engaged in collaborative problem solving and learning activities framed within the narrative of an alternate reality game. Fifteen self-regulated learning constructs were examined. The comparison group engaged with problem solving tasks and computer-based instruction. Additionally, the study used the theory Learning and Teaching as Communicative Action and its four communicative actions as a lens to understand the full range of student interactions and how they constructed knowledge. The research design employed computer-mediated discourse analysis to examine qualitative data. Data was triangulated through constant-comparative coding of student communication in the form of web logs, emails, student assignments, and semi-structured interviews. Review and consensus building was embedded in the process of identifying emerging codes and categories, and used to support emergent inferences before the final themes were identified and mutually agreed upon. Finally, to evaluate the outcome of the instructional design, pre and posttest measures were used among groups using a two-sample t-test. Statistical significance was used to determine changes in learning outcomes while select qualitative codes were examined and reviewed to gauge student satisfaction with the instructional approach. Results indicated substantial qualitative and quantitative differences among the three versions of the course related to self-regulated learning practices and communicative action in particular in terms of student interaction, and knowledge construction. Additional, findings revealed differences in epistemic beliefs about learning, which in turn influenced how students chose to learn. These outcomes are presented and discussed along with the implications for instructional design.

The purpose of this study was to identify the existing level of self-regulated learning (SRL) among Thai online learners, to examine the relationship between SRL and academic achievement based on a) course completion and b) course grades, and to investigate differences in SRL as they correlate to demographic factors. A mixed-methods research design with modified MSLQ online surveys and semi-structured interviews was used during the process of data collection. One hundred eighty-eight of the 580 online learners enrolled in the certificate programs of the Thailand Cyber University Project responded to the surveys; 7 of these also participated in the interview process. The findings indicated that Thai online learners reported high levels of SRL characteristics. Independent sample t-test results revealed that successful learners were higher in SRL learning strategies than those who did not succeed the course. Results from multiple regression analyses indicated that critical thinking and time/study environmental management were significant predictors of academic course grade with a small effect size (R2 = .113). Comparison of mean differences revealed that some SRL characteristics were different among demographic subgroups determined by factors including gender, age range, marital status, and Internet use; female reported a significantly higher level of task value than male; younger learners had a significantly higher level of test anxiety than older learners; married learners reported a significantly higher level of self-efficacy and task value than single learners; online learners who had more Internet experience reported a significantly higher level of self-efficacy, metacognitive self-regulation, and time/study environmental management than those who had less Internet experience. In addition, the qualitative findings confirmed that participants reported the use of learning strategies in four categories, with a high number of references to metacognitive self-regulation and elaboration, and a low number of references to critical thinking and time/study environmental management. Furthermore, the qualitative results revealed that Thai online learners used different tools for social and personal activities, communication, and information searching.

A dissertation submitted to the Faculty Of Arts in fulfillment of the requirements for the Degree of Masters in the Department of Sociology at the University Of Zululand, 2018 / In spite of numerous initiatives, resources and infrastructural provision, the continuous decline in Learners’ academic performance remains a global phenomenon that threatens economic development. Scholars have therefore been interested in unravelling factors that enhance or impede academic performance. Self-regulated learning (SRL) refers to a self-initiated and directed learning process; this agentic angle of the social cognitive theory introduces human agency as a solution to students declining academic performance. Self-regulated learning encompasses motivation, self-judgement, self-efficacy, cognition and assessment feedback. Current literature on self-regulated learning and academic performance is limited to subject specific investigations, which seek to determine suitable learning strategies for specific learning areas. The present study investigated the relationship between components of self-regulated learning and academic performance. The purpose of the study was to determine whether self-regulated learning could improve, the academic performance of high school students. Learners’ perceived levels of motivation, self-judgement, self-efficacy, cognition, assessment feedback and their self-reported academic performance were collated using a self-report questionnaire. Motivation, self-judgement, self-efficacy, cognition and assessment feedback are components of SRL. Each variable provides a skill or strategy that is linked to academic success. In a survey, (n=101), data was collected using the Likert scale type self-report questionnaires from grade 10 learners at Qhakaza High School, KwaDlangezwa, in the Kwa-Zulu Natal Province of South Africa. In the first order of analysis, responses were reduced using Principal Components Analysis (PCA), to determine how questionnaire items contributed to the variables of interest. Furthermore, bivariate correlations and hierarchical stepwise linear regressions were carried out to establish simple relationships between the dependent and independent variables. The results showed that cognition and assessment feedback were the only two variables of self-regulated learning which were positively related to Learners’ academic performance. The result thus indicated, contrary to many past, studies that the perceived level of motivation, perceived level of self-judgement and perceived level of self-efficacy were statistically insignificant as predictors of Learners’ academic performance. The results of this study thus showed that cognition and assessment feedback are learning strategies that should be fostered towards improving Learners’ academic performance in high schools. Cognition and assessment feedback are two variables, which are mostly facilitated or provided by teachers. This implies that contrary to the propositions of the SRL’s agentic component, Learners’ responsibilities for their own learning outcomes may not be relevant in the sample of this study as none of the self-directed variables of perceived level of motivation, perceived level of self-judgement and perceived level of self-efficacy were correlated to academic performance. The main conclusion of the study was that not all components of self-regulated learning influence academic performance. It was therefore recommended that the teacher-learner approach should be revised to suit the contemporary classroom environments, since students still struggle with self-directed learning. / Prestige Bursary

Application of clearly defined feedback types, which have been correlated with improved student performance, has great potential for maximizing instructor use of feedback and its effect on a learner's self-regulatory learning (SRL) for optimized learning. Within SRL, where learner performance is influenced by a recursive internal process, instructional feedback plays a critical role. Yet, the characteristics of external feedback that influence SRL to improve performance are unclear in the literature. Within a theoretical framework where feedback catalyzes self-regulation, this quantitative study sought to integrate feedback type research to expand the SRL model. Data were graded assignments from 23 undergraduate level and 8 graduate level online university courses randomly selected from a pool of 86 possible courses. Applying non-experimental logistic regression and using descriptive statistics, feedback was categorized to determine the quantity of each of the 5 feedback types [task correctness (FC), task elaboration (TE), task process (FP), self-regulation (FR), and personal or self-related (FS)], as well as how they correlated with improved performance. The results indicate that the feedback types were not normally distributed, FS was statistically not present and FE was most used, and the logistical regression indicated that the presence of FC and FR was minimally associated with improved performance. Additional experimentation is needed to normalize the type distribution and test the strength of the FC and FR effect. This study initiated a clarification in understanding the external component of feedback in the SRL model, which is necessary to harness feedback to create positive change in the self-regulatory processes of learners.

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