Empowering Undergraduates: An Examination of Online Self-Regulated Learning Skills in Higher Education

[EN] This study sought to explore the students’ self-regulated learning skills (SRLS) in online higher education within the scope of goal setting, environment structuring, task strategies, time management, help-seeking, and self-regulation in addition to the investigation of the relationship between...

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Detalles Bibliográficos
Autor: Fayda-Kinik, F. Sehkar
Tipo de recurso: capítulo de libro
Fecha de publicación:2024
País:España
Institución:Universitat Politècnica de València (UPV)
Repositorio:RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia
Idioma:inglés
OAI Identifier:oai:riunet.upv.es:10251/206687
Acceso en línea:https://riunet.upv.es/handle/10251/206687
Access Level:acceso abierto
Palabra clave:Self-regulated learning skills
Higher education
Online learning
Demographics
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network_name_str España
spelling Empowering Undergraduates: An Examination of Online Self-Regulated Learning Skills in Higher Education Fayda-Kinik, F. Sehkar Self-regulated learning skills Higher education Online learning Demographics [EN] This study sought to explore the students’ self-regulated learning skills (SRLS) in online higher education within the scope of goal setting, environment structuring, task strategies, time management, help-seeking, and self-regulation in addition to the investigation of the relationship between the demographic variables and their SRLS. The sample of the study comprised 832 undergraduate students taking online courses in different universities in Turkey. Adopted as a quantitative design including the analyses of independent sample t tests and ANOVA, this study identified significant differences in SRLS across the subscales. The findings indicated that students generally exhibited moderate to high competence in most SRLS, and some significant differences were detected in SRLS for gender, age, year of education, and faculty, but not for university type. The results provide insights into how demographic factors influence students’ SRLS in online higher education by highlighting areas for targeted educational support and intervention. Editorial Universitat Politècnica de València https://riunet.upv.es/handle/10251/206687
title Empowering Undergraduates: An Examination of Online Self-Regulated Learning Skills in Higher Education
spellingShingle Empowering Undergraduates: An Examination of Online Self-Regulated Learning Skills in Higher Education
Fayda-Kinik, F. Sehkar
Self-regulated learning skills
Higher education
Online learning
Demographics
title_short Empowering Undergraduates: An Examination of Online Self-Regulated Learning Skills in Higher Education
title_full Empowering Undergraduates: An Examination of Online Self-Regulated Learning Skills in Higher Education
title_fullStr Empowering Undergraduates: An Examination of Online Self-Regulated Learning Skills in Higher Education
title_full_unstemmed Empowering Undergraduates: An Examination of Online Self-Regulated Learning Skills in Higher Education
title_sort Empowering Undergraduates: An Examination of Online Self-Regulated Learning Skills in Higher Education
author Fayda-Kinik, F. Sehkar
author_facet Fayda-Kinik, F. Sehkar
author_role author
topic Self-regulated learning skills
Higher education
Online learning
Demographics
topic_facet Self-regulated learning skills
Higher education
Online learning
Demographics
description [EN] This study sought to explore the students’ self-regulated learning skills (SRLS) in online higher education within the scope of goal setting, environment structuring, task strategies, time management, help-seeking, and self-regulation in addition to the investigation of the relationship between the demographic variables and their SRLS. The sample of the study comprised 832 undergraduate students taking online courses in different universities in Turkey. Adopted as a quantitative design including the analyses of independent sample t tests and ANOVA, this study identified significant differences in SRLS across the subscales. The findings indicated that students generally exhibited moderate to high competence in most SRLS, and some significant differences were detected in SRLS for gender, age, year of education, and faculty, but not for university type. The results provide insights into how demographic factors influence students’ SRLS in online higher education by highlighting areas for targeted educational support and intervention.
publishDate 2024
format bookPart
url https://riunet.upv.es/handle/10251/206687
language eng
eu_rights_str_mv openAccess
publisher Editorial Universitat Politècnica de València
institution Universitat Politècnica de València (UPV)
collection RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia
reponame_str RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia
instname_str Universitat Politècnica de València (UPV)
_version_ 1878433713929322496
publishDateSort 2024
author_browse Fayda-Kinik, F. Sehkar
publisherStr Editorial Universitat Politècnica de València
score 6,924472

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