Vajira De Silva

Prof. Manjula Vithanapathirana

(Supervising Author)

30th October 2015

Investigate the present status of Self-regulated Learning skills of University students studying in the Open & Distance Learning Environment.

IntroductionSelf regulation• Self regulation is a triadic interaction among the

person (e.g. beliefs about success ) , his or her behavior and the environment

(Zimmerman , 1990 ).

According to social cognitive perspective Self-regulated learning is an open-ended process

that assists students in managing their thoughts, behaviors, emotions and the environment in order to successfully navigate their learning experiences.

Contd.

Self- Regulated learning Skills Self-Regulated students have the ability to plan,

to set goals, to organize, to monitor their progress, to self evaluate at various points, self-aware, knowledgeable, report high efficacy, self attribution, self reinforce ,self instruct and ability to reflect continually throughout the learning process and to articulate their next learning steps.

Zimmerman, 1990

Contd.

• Open and Distance Learning (ODL) refers to the provision of flexible educational opportunities in terms of access and multiple modes of knowledge acquisition.

Ahmad; Phillips; Santhi & Wahid, 2010

• It can be considered as the most viable means for broadening educational access and giving the learners a greater sense of autonomy and responsibility for learning.

Calvert, 2006

Background University students studying in ODL environments can be

identified as a special group. They are dispersed and physically separated from the institution

and they do not have the same support system as institution based learners.

However a large number of students learn in ODL environments in the world today but still dropout rates for distance education courses are usually higher and it is a widely recognized issue.

Number of studies have emphasized that multiple factors at personal and institutional levels have influenced students to dropout and to overcome this situation students in ODL should have self regulated learning skills.

Therefore it is a responsibility of tutors in ODL environments to identify the initial status of self regulated learning skills in their students and to promote it further.

Objectives

To identify self regulated learning skills in satisfactory level in B.Ed students studying at Open and distance learning environment.

To identify self regulated learning skills not at a satisfactory level in B.Ed students studying at Open and distance learning environment.

Methodology Survey. Sample was twenty four (24) B.Ed students. Motivated Strategies for Learning Questionnaire (MSLQ) 1991

version was administered to measure SRL skills of the student sample.

Mean values were calculated to analyze the data by using SPSS

Motivated Strategies for Learning Questionnaire (MSLQ) 1991 version

MSLQ

Motivation section Learning strategy

Expectancy component

Value Affective

Control beliefs

Self efficacy

Intrinsic goals

Task value

Extrinsic goals

Test anxiety

Cognitive & metacognitive

strategies

Rehearsal

Elaboration

Organization

Critical thinking

Metacognition

Time & study place Effort

regulation

Peer learning

Help seeking

Resourse management

Findings • Table 1: Self regulated learning skills of the student sample

SRL skills in satisfactory level Average class mean value

SRL skills not at a satisfactory level

Average class mean value

Intrinsic goal orientation 5.29 Rehearsal 4.81

Extrinsic goal orientation 5.51 Critical thinking **** 5.27

Task value 6.08 Management of time & study environment

4.59

Control learning beliefs 6.04 Effort regulation **** 5.08

Self efficacy 5.02 Peer learning 4.31

Elaboration 5.41 Help seeking **** 5.18

Organization 5.01 Skill needed to reduce test anxiety

3.9

Metacognitive self regulation 5.2

Table 2 : Student distribution of SRL skills that are not at a satisfactory level.

Students (named by a number) SRL skills not at a satisfactory level

1,2,5,8,13,16,17,20,22,23 Intrinsic goal orientation

10,12,13,15,16,17,20,21,24 Extrinsic goal orientation

2,8,15,17,20,21 Task value

1,8,13,17,20,21,22,23 Control of learning beliefs

6,9,15,17,20,21 Self efficacy

1,2,3,4,6,8,11,15,16,17,18,19,20,21,22,23 Skill needed to reduce test anxiety

1,3,4,5,6,7,9,13,14,15,16,17,19,20,21 Rehearsal

4,6,,8,11,13,14,15,16,17,20,21 Elaboration

4,6,8,9,13,14,15,17,20 Organization

2,3,4,8,9,13,14,15,16,17,20,21 Critical thinking

4,6,13,14,15,16,17,20,21 Metacognitive self regulation

2,4,6,7,10,14,15,16,17,19,20,21 Management of time & study environment

1,2,3,4,8,9,14,15,17,20,21,22 Effort regulation

3,4,5,6,9,15,16,17,20,21,22,23 Peer learning

1,4,5,9,14,15,16,17,20,21,22 Help seeking

Conclusions & Suggestions• Skills in intrinsic goal orientation, extrinsic goal

orientation, task value, control of learning beliefs, self efficacy, elaboration, organization and metacognitive self regulation were in satisfactory level in B.Ed students.

• Skills in rehearsal, critical thinking, management of time & study environment, effort regulation, peer learning, help seeking and skills needed to reduce test anxiety were not at a satisfactory level in B.Ed students.

• Therefore the tutors should have to think about a general plan to promote all of the above mentioned fifteen self regulated learning skills.

References• Ahmad; Phillips; Santhi & Wahid.(2010). Guidelines to good practices:Open

and Distance learning, Malaysian Qualification Agency.

• Calvert, J.(2006). Achieving Development Goals - Foundations : Open and Distance Learning, Lessons and Issues. Retrieved from http://pcf4.dec.uwi.edu/overview.php 2014/12/10

• Pintrich, P., Smith, D., Garcia, T., & McKeachie, W. (1991) A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor, MI:University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning (NCRIPTAL).

• Zimmerman, B,J., & Martinez-Pons,M.(1990). Student difference in self-regulated learning:Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology,51-59.