Search

The piece "Managerialist control in post-pandemic business schools: The tragedy of the new norm", by [2], shares an example of post-pandemic management in Australian business schools that, according to the authors, may have best been "dropped" for good. If business schools are going to build back a stronger educational experience after the pandemic, we must develop the capacity to adapt to the changing world of work and the specific needs of the students we are preparing to face it. As it relates to our field, the research we as scholars are doing to make sense of how COVID-19 has impacted the environment of management learning and education arguably also alters that environment ([20]). Making Sense: Dropping and Acquiring in Post-Pandemic Management Learning and Education. [Extracted from the article]

With the increasing prevalence of technology-enhanced learning environments, self-regulated learning (SRL) has become a crucial skill for management students and graduates in the 21st century. Self-regulated learners can take control of their own learning process by setting learning objectives and selecting appropriate learning strategies. As a result of the recent COVID-19 crisis, universities were compelled to shift to online course delivery, which greatly reduced social interaction between educators and learners and challenged educators' feedback practices. To address this issue, we developed and embedded a technology-based intervention with temporal-proximate and regular formative feedback assessments in a large-scale management course to promote graduate students' SRL practices. We evaluated the intervention in a quasi-experiment, which found that students with the embedded SRL intervention had higher self-assessment and learning outcome scores and lower absolute self-assessment deviation. Our study makes at least three contributions. First, we shed light on students' SRL strategies in times of emergency remote learning, highlighting their extensive need for social support and comparison. Second, we extend the literature on SRL and social-cognitive theory by unveiling a hidden effect when embedding temporal-proximate and regular interventions. Third, we contribute an empirically evaluated intervention to foster students' SRL in blended learning and online pedagogies. [ABSTRACT FROM AUTHOR]

Aided by big-data technology and artificial intelligence, automated writing evaluation (AWE) systems aim to help students engage in self-regulated learning and improve their academic writing in the digital era. While much research on student engagement with AWE systems has been conducted in mainstream classrooms, little attention has been paid to ethnic minority students who have different educational experiences and sociocultural backgrounds. This study investigates how a group of ethnic minority students from Xinjiang Uyghur Autonomous Region engaged with an AWE system in academic writing during an 18-week semester at a comprehensive Chinese university. Data were collected from multiple sources including student multiple-draft assignments, AWE feedback, and retrospective interviews with the students. The participants were found to engage with the AWE system behaviourally, cognitively, and affectively in their writing and revision, but the extent to which they engaged in the process is influenced by their multilingual proficiency, familiarity with digital technologies, learning beliefs and sociocultural identities. Those who were more actively engaged and obtained more learning gains tended to capitalise on their linguistic and cultural capital in their engagement with AWE feedback in their writing. The article concludes with educational implications for ethnic minority students in higher education. [ABSTRACT FROM AUTHOR]

Self-regulation is crucial for student success in scientific inquiry and engineering design. However, it remains unclear how students dynamically engage in self-regulated learning (SRL) processes to achieve high performance. In this study, we investigated the temporal nature of self-regulation during engineering design by leveraging computer trace data from 101 high school students who designed an energy-plus house in a simulated learning environment. Using sequential mining, we found that high-performing students were more engaged in the Observation, Analysis, and Evaluation phases of SRL than low-performing students. Additionally, high-performing students demonstrated consecutive sequential patterns between Observation and Analysis, Reformation and Evaluation, and Analysis and Evaluation behaviors. These findings provide insights into students’ SRL processes and the design of scaffoldings. [ABSTRACT FROM AUTHOR]

This study investigated the impact of students’ background variables (gender, grade level, and major) on their self-regulated learning in a flipped classroom setting. This study implemented the flipped classroom method in a general education course, “Data Science with Excel.” The “self-regulated learning skill scale” questionnaire was used to examine the impact of students’ self-regulated learning skills (goal setting, learning environment setting, learning strategy, time management, and help-seeking) in a flipped classroom for 66 valid participants. The results indicated that, in terms of the gender factor, females reported more help-seeking behaviors than males. It was also found that major had a significant influence on self-regulated learning. Students from the College of Humanities and Applied Science were more likely to manage their time and set goals to learn the course content in comparison with students from other colleges. However, the results did not show a significant difference between grade levels. [ABSTRACT FROM AUTHOR]

In Spring 2020, engineering faculty transitioned to emergency remote instruction due to COVID-19. This mixed-methods study was done to understand the correlation between self-regulated learning and how students experienced the emergency transition to remote learning. The participants were from an upper-level engineering course, with 33 students surveyed four times during the semester. Seven students were interviewed after the semester. Findings revealed that during the transition to remote learning, students perceived less change if they had higher degrees of self-regulation. The qualitative analysis also revealed that transparency in learning and teaching also played an important role in students' perceptions. [ABSTRACT FROM AUTHOR]

Introduction: The development of clinical skills requires the appropriate use of self-regulated learning (SRL). Students' use of key SRL processes as they perform a clinical skill can be identified by SRL microanalysis and used to provide feedback. SRL-microanalysis feedback only on students' key SRL processes has not been previously researched for developing clinical skills. The aim of this study was to investigate whether SRL-microanalysis feedback only on students' key SRL processes can improve both their use of SRL and their clinical skill performance. Methods: Twenty-three final year medical students with no experience in the clinical skill required for mechanical ventilation participated in this study. Key SRL processes and clinical skill performance were measured before and after SRL microanalysis feedback. Results: Overall, we found an improvement in the key SRL processes of planning and monitoring of performance, with a significant difference in monitoring. We also found an increase in students' clinical skill performance. Discussion: This study, which is the first in clinical skills, demonstrated that SRL microanalysis feedback only on key SRL processes can improve both students' SRL and their clinical skill performance. studies are recommended with a great number of students and across a variety of clinical skills. [ABSTRACT FROM AUTHOR]

Active collaboration between speech-language therapists (SLTs) and persons with aphasia (PWA) is essential for personalizing aphasia treatment and optimizing clinical outcomes during aphasia rehabilitation. Studies have demonstrated the feasibility and effectiveness of collaboration between SLTs and PWA during the goal setting component of the intervention process in aphasia rehabilitation. However, it remains unclear whether this collaboration as well as PWA's feedback can be applied and be beneficial to all components of aphasia rehabilitation. Here we introduce a theoretical framework of self-regulated learning (SRL) for aphasia rehabilitation that spotlights the role of PWA's feedback in all components of the rehabilitation process. We review studies on models of SRL in educational psychology and evidence from clinical aphasiology and neurolinguistics. Based on the evidence, we argue that PWA's feedback is beneficial for optimizing all components of the intervention process in aphasia rehabilitation. To make this work, communicative barriers to collaborative, patient-centered goal setting must be minimized or eliminated to facilitate alternative channels for receiving PWA's feedback which will promote their engagement in aphasia rehabilitation. Also, insights from PWA's feedback can help SLTs to select treatments and tasks that promote PWA's engagement in the intervention process, which, in turn, can maximize aphasia recovery and increase quality of life. PWA can be active participants in the whole intervention process and SLTs can use information from PWA's feedback to improve the personalization of the complete intervention process to maximize clinical outcomes. [ABSTRACT FROM AUTHOR]

Introduction: The study on self-regulated learning in blended learning (BL) environments highlights its crucial relevance for both the academic development of students and the evolution of contemporary educational methods. This research focused on conceptualizing self-regulated learning in university contexts with a BL modality, using direct student perceptions. Methods: An inductive qualitative approach with a phenomenological design was employed. Responses from 312 undergraduate students who had completed their first or second year were analyzed; 65 participated in 10 focus groups (two per area of knowledge according to OECD classification), and 247 participated through a survey. Descriptive analysis was used to obtain a range of content and meanings associated with students' perceptions of SRL-BL. Results: The study conceptualized SRL-BL as a process where students structure, monitor, and evaluate their learning using self-reflection and digital technologies, with particular emphasis on planning. Significant differences were identified between SRL-BL and traditional SRL; in face-to-face education, teacher supervision is greater, while in SRL-BL, students take on more responsibility and autonomy, developing self-management skills. Although SRL-BL fosters autonomy and responsibility, students face obstacles such as distractions from social media and leisure technologies, which affect their concentration and study planning. Discussion: It is essential to address the new challenges students face to maintain a high level of SRL in Blended Learning environments (SRL-BL) and the strategies they use to overcome them. The need to update the concept of self-regulated learning (SRL) in the current educational context, influenced by technological advances, is concluded. [ABSTRACT FROM AUTHOR]

This study explored two new pedagogical conceptions—project-based learning (PBL) and self-regulated learning (SRL), to enhance effective English teaching and learning in Macao, and to prepare EFL learners for life-long learning. PBL makes English instruction engaging and SRL empowers learners to take ownership of their learning process. The combination of these two methodologies can facilitate students to develop into independent and efficient English learners. The study, guided by Zimmerman's cyclical phase model of SRL and English and Kitsantas' PBL/SRL model, was action research which aimed to investigate whether PBL could positively influence the development of intermediate EFL learners' SRL ability at the post-secondary level in Macao. Research instruments included questionnaires, interviews, students' reflective notes and teacher's field notes. Both qualitative and quantitative findings indicated improvement in the students' SRL ability, reflected in three aspects—motivation, metacognition, and behaviors. The students' motivational beliefs were significantly strengthened, and more self-regulated behaviors were generated. Though the use of metacognitive strategies did not showcase as significant enhancement as the former elements through the study, the experimental group made progress in using some specific strategies, such as evaluating learning outcomes and making study plans. The summary of the study is that PBL was beneficial to the development of SRL. This research endeavor not only contributes to the existing body of knowledge but also serves as a catalyst for educators to advocate policy reforms, fostering the design of learner-centered, flexible, and coherent post-secondary EFL curricula. [ABSTRACT FROM AUTHOR]

Attaining a high level of proficiency in speaking a second language (L2) is a formidable challenge, particularly in many English as a foreign language (EFL) settings, such as Taiwan. In such environments, students often encounter limited opportunities for English-speaking practice within formal classroom settings due to the prevalence of form-focused instruction. Nonetheless, certain students manage to achieve elevated levels of proficiency. This exploratory investigation aims to uncover the strategies employed by such learners beyond formal classroom instruction and identify key factors contributing to high proficiency. Individual studies have underscored the importance of metacognitive knowledge, metacognitive strategies, and practice in L2 learning. To explore how these elements operate synergistically to facilitate self-regulated learning of L2 speaking ability, this exploratory study constructs a model, Metacognitive Practice Speaking Strategies (MPSSs), to delineate their interconnections. Semi-structured interviews were conducted with 18 Taiwanese students, aged 15–25. By comparing the use of MPSSs among speakers of different proficiency levels, key factors contributing to high proficiency are identified. It communicates that the strategy use of high proficiency speakers aligns with established theories of second language (L2) speaking. Given that they received no instruction on these theories, their strategies were presumably guided by task beliefs developed from their initial, use-focused education. Alongside their strategic knowledge, these beliefs led them to perform use-focused MPSSs. The study's context shares similarities with numerous EFL contexts, making the findings broadly applicable to a wide range of L2 learners. [ABSTRACT FROM AUTHOR]

Background: Medical students benefit from direct observation of clinical performance and timely feedback from multiple sources. While self and peer feedback have been the focus of numerous research studies, how they influence feedback engagement and receptivity in medical students of varying achievement levels in the clinical skills laboratory setting remains relatively unexplored. Methods: We conducted an exploratory qualitative study to investigate students' engagement and receptivity to self and peer feedback across academic performance levels at a medical teaching institution. Data from five focus groups with third-year medical students(n = 25) were thematically analysed. Results: The ways in which low and high performing students engaged with self-assessment and peer feedback were divided into three categories: affective (or interpersonal), orientational, and transformational. Lower achievers believed they lacked the necessary skills to effectively engage in self and peer feedback interventions, but they agreed with higher achievers who recognized that peer feedback combined with prior knowledge of learning objectives allowed them to take ownership of monitoring their own development over time. Learners' emotional maturity in response to feedback ratings and feedback from activities testing clinical cognition had an impact on self-regulated learning. Conclusions: Creating a trusting environment is critical for improving the acceptability of peer feedback. It is also critical to provide multiple opportunities for self-assessment in order to improve one's judgment. Giving learners the ability to actively seek and engage with feedback encourages participation in the feedback cycle, focusing on self-regulation rather than reliance on feedback providers. Feedback and action plan development can be improved by teaching students how to understand criticism, manage emotions constructively, and practice developing evaluative judgment and self-regulation skills. Based on the study findings an integrated three stage training model is recommended for effective self- and peer feedback practice for undergraduate medical education. [ABSTRACT FROM AUTHOR]

The present study focused on the relationships between various aspects of self-regulated learning (SRL) and stress among undergraduate health science students in workplace settings. Although both constructs are associated with academic achievement (Ahmady Set al., in J Educ Health Promotion 10:32, 2021, Cho KK et al., in BMC Med Educ 17:112, 2017), it is still unclear how they influence each other. Employing a longitudinal diary design, the aim of the present study was to examine whether perceived stress in the previous week impacts SRL-aspects in the current week and, conversely, whether SRL-aspects in the previous week impacts stress in the current week. Subjects were 192 undergraduate health sciences students in their workplace placements. SRL-aspects and stress were assessed using scales and previously tested single-item measures. The 21 SRL-aspects used in this study included cognition (learning strategies), motivation, emotion, perception of the learning environment, and regulation of these areas on a metalevel (monitoring and control). Data collected over 15 weeks were analyzed using multilevel vector autoregressive models, with the data nested within weeks and one model dedicated to each SRL-aspect and its relationship with stress. Among the 21 path estimates assessing the impact of prior stress on individual SRL-aspects, 10 were statistically significant. For individual SRL-aspects impacting stress, 7 out of 21 paths were statistically significant (p <.05). Notably, no model showed statistical significance of effects in both directions. Except for two results, cross-lagged relationships were negative, indicating that better SRL-aspects from the previous week resulted in reduced stress in the current week and vice versa. The effects for the cross-lagged paths from SRL-aspects to stress were predominantly of medium size, whereas the influence of stress on individual SRL-aspects was predominantly small. The present study highlights a potentially causal and mostly negative relationship between stress and various aspects of SRL, but also that the individual relationships require differentiated consideration. The results can be used to develop targeted interventions in the practical part of the training of health science students to reduce stress and improve specific aspects of SRL. Furthermore, these findings underscore assumptions regarding connections between anxiety and increased stress, negative relationships between stress and motivation, and the importance of effective time management strategies for stress reduction. [ABSTRACT FROM AUTHOR]

Online discussions, as a critical interaction tool, have become increasingly popular among instructors and students who can share learning experience and psychological feelings by the means of discourse interactions. Self-regulated learning (SRL) and cognitive engagement are key elements of online learning, which are essential to helping students achieve high learning achievement. However, the relationship between these two elements and their impact on learning achievement are still unclear, which may hinder our understanding of student cognitive processing and psychological mechanism during online self-directed learning. To fill these gaps, this study designed an eight-week quasi-experiment in which students were grouped according to their self-reported SRL features (e.g., metacognitive skills, time management), and investigated the effects of SRL on cognitive engagement and learning achievement. The results showed that students in four SRL groups varied significantly in five dimensions of cognitive engagement within discussions over time. Weak regulators became less engaged over time and tended to share collected information and passively respond to peers, while self-regulators performed better overall and were able to actively think and elaborate their ideas to peers. Besides, SRL played a positive moderating role in the relationship between cognitive engagement and learning achievement, with self-regulators having the strongest moderating effect and better learning achievement. This study suggested that SRL can explain part of the variability in students' cognitive engagement in online discussions. It also provided inspiration for educational researchers on the design of SRL interventions including the necessity to integrate support for weak self-regulators in online learning. [ABSTRACT FROM AUTHOR]

In the university context, the self-regulated learning processes play an instrumental role as a strategy that allows students to achieve a greater academic self-concept due to their awareness of their academic development and their active participation in this process. This study involved 276 students of the Primary Education Degree of the University of Jaén, (Spain), participated, of which 213 (77.2%) were female and 63 (22.8%) were male, with the average age of 19.97 years (± 2.834). The Inventory of Self-Regulation of Learning Processes (IPAA) and the Academic Self-Concept Scale (EAA) were applied. The objective was to provide enough evidence on the complementarity of self-regulation learning processes with academic self-concept. This study introduces the combined used of structural equation modeling (PLS-SEM) and necessary conditions analysis (NCA) to investigate the proposed hypotheses. The results of the model found high coefficients of determination Execution [(Q2 = 0.261); (R² =0.547)]; Assessment [(Q2 = 0.249); (R² =0.393)]; and Academic self-concept [(Q2 = 0.074); (R²=0.329)]. The results have corroborated the composite use of PLS-SEM and NCA allow to identify some of the essential factors of academic self-concept according to the rationale of need. The combination of both perspectives supports the theoretical underpinning of this topic. [ABSTRACT FROM AUTHOR]

A good physics education depends on a good, transferable mathematics education. A concept for a cross-modular blended learning math course developed for the first two semesters of our physics teacher trainee study program is introduced. The course covers the important new mathematics required for the development of the conceptual understanding of the classical experimental physicsmechanics and electrodynamics. It is based on three pillars: parallelism of the math topics to the physics lectures, spiral-curricularity to prior knowledge and high quality digitally available interactive materials such as interactive videos, formative tests and exercises to foster a self-regulated learning of the students in online as well as face-to-face learning environments. The blended learning math course and its face-to-face math seminars are integrated into the experimental physics modules. Results of surveys among the first two cohorts of course participants indicate that the design of the math course is well accepted and the interactive videos are very well received by the students. Initial tests on the learning effectiveness indicate a sufficient development of long term knowledge by the students. [ABSTRACT FROM AUTHOR]

AbstractIntroductionMethodsResultsConclusionsSelf-regulated learning (SRL) in medical education is important for successful learning and safe patient care. However, supervisors may be unaware of behaviours that explicitly facilitate or inhibit their students’ or residents’ SRL, therefore this BEME review explores the role of the supervisor in SRL in clinical environments.A qualitative systematic review using meta-aggregation was performed, seeking to draw on the knowledge of included studies and the participants those studies represent to create context-rich recommendations that are relevant and applicable to practice. Categories were developed from individual findings and then synthesised in the form of guidance.Twenty-two studies were included. Six categories were developed. A supervisor who facilitates SRL is: adaptive, engaged and supportive, builds trusting relationships, is knowledgeable, learner-centred, and crafts the architecture of the clinical learning environment.Within the categories, reciprocal trust and dialogue creates a positive cycle of supervisor-learner engagement which facilitates SRL, but due to the power imbalance inherent in the supervisor-learner relationship, the supervisor needs to make the first move. The curriculum has an important role to play in fostering supervisor-learner relationships. Supervisor beliefs about their role, and the architecture of the clinical learning environment can facilitate or inhibit SRL. [ABSTRACT FROM AUTHOR]

AbstractThis study presents a tool to capture students’ academic activities and engagement dynamics in university settings. It explores how strategies to manage time and study environments interact with contextual factors (i.e. study time, learning events, and study locations) in predicting students’ concentration and cognitive learning strategies in 81 students using experience sampling method. Findings show that students who are more capable of managing their time and study environment tend to exhibit reduced susceptibility to the influences of time and types of learning events. Furthermore, the positive relationships between time and study environment management and cognitive learning strategies are stronger in formal settings or residences than in informal settings. This study underscores the significance of self-regulation strategies for learning, especially in diverse university environments, for fostering optimal learning experiences. [ABSTRACT FROM AUTHOR]

This study investigates the relationship between students' self-efficacy beliefs, goal-setting, and learning tactics in an online business course. Using sequence analysis and process mining techniques, we analyzed log data from 209 students to identify distinct learning tactics and their association with self-efficacy beliefs, inferred from initial goal-setting and final grades. Four learning tactics were identified, with significant differences observed between students with high and low self-efficacy beliefs. High self-efficacy students demonstrated more varied and adaptive tactics, including greater use of quizzes and project-focused activities. In contrast, low self-efficacy students and those who didn't set goals showed less engagement and fewer monitoring activities. The project-focused tactic had the strongest correlation with final grades and goal achievement. Goal-setting at the course's start was linked to more effective learning behaviors and better outcomes. The study reveals how students' online learning behavior changes based on initial goal-setting and subsequent reflection. These findings contribute to research on self-regulated learning in online environments and offer practical implications for designing online courses and learning analytics interventions. Understanding these differences enables the development of targeted interventions to improve learning tactics and self-efficacy beliefs among students, ultimately enhancing their ability to achieve learning goals in online educational settings. [ABSTRACT FROM AUTHOR]

Introduction: There is a growing concern about the threat of distractions in online learning environments. It has been suggested that mindfulness may attenuate the effects of distraction. The extent to which this translates to academic performance is under investigation. We aimed to investigate the relationship between task-irrelevant visual distraction, time pressure, and mindful self-regulated learning in the context of a low-stake computer-based assessment. Methods: The study sampled 712 registered users of Prolific.co who were prescreened, current undergraduate university students. After data quality screening, 609 were retained for analyses. A 2 x 2 between-subjects design was used. Participants were randomly assigned to the following groups: (1) a control condition, (2) a distract condition, (3) a time pressure condition, or (4) a distract and time pressure condition. All participants completed reading comprehension questions, demographic questions, and the Mindful Self-Regulated Learning Scale. Results: Presenting a visual distraction increased self-reported distraction and having a clock present increased self-reported time pressure. The distraction did not have a statistically significant effect on test performance. Mindfulness was negatively correlated with test performance, self-reported distraction, and self-reported time pressure. Discussion: Continuous task-irrelevant visual distractions may not be distracting enough to influence low-stakes testing performance, but they do influence self-perceptions. [ABSTRACT FROM AUTHOR]

Background: Indian medical graduates are expected to be lifelong learners, and medical teachers need to find newer and more engaging ways to help them hone their lifelong learning skills. Online learning can be a stepping stone toward this goal. Methods: We conducted a pre-post design interventional study in which 22 phase two MBBS students rated their self-directedness in learning using the Self-Rating Scale of Self-directed Learning (SRSSDL) at two points in time—before and after completing a 10-week online basic psychopharmacology module. Participant feedback was obtained regarding various aspects of the online modular learning experience. Results: The participants' mean SRSSDL scores before and after the intervention were 231.31 ± 26.64 and 227.31 ± 31.33. The difference is not significant. The students' scores at both points in time placed them in the "high" range of level of self-directed learning, leaving less realistic scope for a large change in the given time frame. Participant feedback was encouraging, with 19 out of 22 reporting that the overall learning experience was a "positive" one. Conclusions: Second-year medical students' self-reported self-directedness is high. Online modular learning may be a feasible addition to medical education, even though it may not increase self-directedness in the short term. A limited sample size can lead to type 2 errors. [ABSTRACT FROM AUTHOR]

This study aims to explore the effects of pre-service teachers' use of rubric in self-assessment with instructor feedback on academic achievement and self-regulated learning. Their perceptions and experiences of the self-assessment intervention were also investigated. A total of 79 pre-service teachers participated in the study. A mixed methods approach was used as a blend of experimental and qualitative design. The quasi-experimental research model with pretest/posttest control group design was employed in the quantitative phase of the study. The pre-service teachers (N = 79) were assigned to either use of rubric in self-assessment involving tutor feedback condition or a non-self-assessment condition for their essay assignments. Besides, the pre-service teachers' perceptions and experiences of using self-assessment with instructor feedback were explored in the qualitative phase of the study. Data were collected using a rubric, an achievement test, a self-regulation in learning subscale and reflective journals. The results indicated that the rubric used in self-assessment with instructor feedback group had higher achievement and use of self-regulated learning strategies than the no-intervention group. The reflective journals also revealed that most of the pre-service teachers found the self-assessment a useful learning tool. They felt that it helped them to improve their learning by guiding them to set their own goals, monitor their progress and reflect on their learning through their own tasks. The implications for educational research and practice are discussed. [ABSTRACT FROM AUTHOR]

Self-regulation has a positive impact on learning and academic achievement, but due to its nature, it is difficult to assess it in a valid and reliable manner. This study aims to explore the validity of three self-regulation assessment methods in text comprehension tasks (questionnaire, think-aloud and traces) as well as to identify the variables associated with reading performance. For this purpose, individual sessions were conducted with 96 sixth-grade primary education students, who were asked to read a text and complete two reading comprehension tasks working in a virtual environment. Task traces were recorded, think-aloud was recorded and coded, and participants answered a self-report questionnaire about the strategies used. A limited relationship was found between self-regulation measured by means of the questionnaire, think-aloud and traces, and the relationship between think-aloud and traces was moderate. Regarding the factors related to text comprehension task performance, think-aloud and task time measurements were found to be better predictors of performance than the questionnaire. [ABSTRACT FROM AUTHOR]

Background: Self‐regulation is crucial for children's learning and development. Several studies have explored children's inter‐individual differences in self‐regulation, but little is known about sources of intra‐individual variation. Aims: This study addressed the variability of children's self‐regulation across typical classroom situations and how this might be associated with children's executive functions (EFs). Sample: The study included 148 children (54.7% girls; Mage = 56.73 months). Methods: Self‐regulation was assessed with an observational measure in teacher‐led and child‐led activities within naturalistic classroom settings. Children's EFs were assessed with direct assessments at the start and end of the school year. Results: Linear mixed‐effect models showed that children demonstrated higher levels of self‐regulation in child‐led in comparison with teacher‐led activities. Children with higher levels of EFs at the start of the school year showed less variation across teacher‐led and child‐led activities in comparison with children with lower levels of EFs. Regarding other aspects of the classroom context, neither the group size in which the activity took place nor which school subject it was focused on were associated with children's self‐regulation. However, in teacher‐led activities the type of interaction involved in the activity and the type of task influenced children's self‐regulation. Conclusion: These results suggest that children who start school with higher levels of EFs are more able to adapt to different situations, highlighting the importance of fostering these skills in early childhood. In turn, children with lower levels of EFs may need additional support from teachers to remain self‐regulated across different contexts. [ABSTRACT FROM AUTHOR]

This article discusses the field of Learning Analytics and the need for practical applications and evidence of its effectiveness in real learning environments. The article presents six papers that cover a range of academic disciplines and utilize different types of data. The first group of papers focuses on traditional data sources and aims to identify students who need assistance and provide guidance to improve their learning processes. The second group of papers utilizes data from various sources, such as physical and physiological signals, to enhance the understanding and improvement of interactions during collaborative work and learning. The article concludes by stating that this special section provides a starting point for those interested in reproducible ideas and validated tools in the field of Learning Analytics. [Extracted from the article]

Even highly motivated undergraduates drift off their STEM career pathways. In large introductory STEM classes, instructors struggle to identify and support these students. To address these issues, we developed co‐redesign methods in partnership with disciplinary experts to create high‐structure STEM courses that better support students and produce informative digital event data. To those data, we applied theory‐ and context‐relevant labels to reflect active and self‐regulated learning processes involving LMS‐hosted course materials, formative assessments, and help‐seeking tools. We illustrate the predictive benefits of this process across two cycles of model creation and reapplication. In cycle 1, we used theory‐relevant features from 3 weeks of data to inform a prediction model that accurately identified struggling students and sustained its accuracy when reapplied in future semesters. In cycle 2, we refit a model with temporally contextualized features that achieved superior accuracy using data from just two class meetings. This modelling approach can produce durable learning analytics solutions that afford scaled and sustained prediction and intervention opportunities that involve explainable artificial intelligence products. Those same products that inform prediction can also guide intervention approaches and inform future instructional design and delivery.Practitioner notesWhat is already known about this topicLearning analytics includes an evolving collection of methods for tracing and understanding student learning through their engagements with learning technologies.Prediction models based on demographic data can perpetuate systemic biases.Prediction models based on behavioural event data can produce accurate predictions of academic success, and validation efforts can enrich those data to reflect students' self‐regulated learning processes within learning tasks.What this paper addsLearning analytics can be successfully applied to predict performance in an authentic postsecondary STEM context, and the use of context and theory as guides for feature engineering can ensure sustained predictive accuracy upon reapplication.The consistent types of learning resources and cyclical nature of their provisioning from lesson to lesson are hallmarks of high‐structure active learning designs that are known to benefit learners. These designs also provide opportunities for observing and modelling contextually grounded, theory‐aligned and temporally positioned learning events that informed prediction models that accurately classified students upon initial and later reapplications in subsequent semesters.Co‐design relationships where researchers and instructors work together toward pedagogical implementation and course instrumentation are essential to developing unique insights for feature engineering and producing explainable artificial intelligence approaches to predictive modelling.Implications for practice and/or policyHigh‐structure course designs can scaffold student engagement with course materials to make learning more effective and products of feature engineering more explainable.Learning analytics initiatives can avoid perpetuation of systemic biases when methods prioritize theory‐informed behavioural data that reflect learning processes, sensitivity to instructional context and development of explainable predictors of success rather than relying on students' demographic characteristics as predictors.Prioritizing behaviours as predictors improves explainability in ways that can inform the redesign of courses and design of learning supports, which further informs the refinement of learning theories and their applications. [ABSTRACT FROM AUTHOR]

Help seeking has traditionally been studied in face‐to‐face settings using self‐report instruments measuring learners' internal inclinations for help seeking (eg, perceived benefits and threats). Much less is known about help seeking in online learning. Furthermore, external environmental factors such as a positive climate were found to encourage help seeking. Utilizing peer‐help analytics as well as self‐report measures, this study simultaneously modelled the structural relationships among students' perceived class climate, internal help‐seeking inclinations, help‐seeking engagement, participation in peer help and performance in an online class. Results from structural equation modelling indicated that students' perceived goal structure of an online class had a significant influence on their internal help‐seeking inclinations, which subsequently affected their help‐seeking engagement, participation in peer help and learning outcomes. Instructors of online classes should pay particular attention to fostering a mastery‐oriented climate in order to encourage help seeking and improve academic performance. Practitioner notesWhat is already known about this topic Help seeking is important for academic success.Due to a variety of individual and contextual factors, students often do not seek help despite the need.Existing research on help seeking focuses on the face‐to‐face setting and relies on self‐report measures.Students' help‐seeking inclinations and patterns may differ between in‐person classes and the online environment.What this paper adds This study examined help seeking in an online class through self‐report measures and objective analytics data.This study modelled the structural relationships among the external climate of an online class, students' internal help‐seeking inclinations, engagement in help seeking, participation in peer help and course performance.Structural equation modelling found that the goal structure of an online class influenced students' internal help‐seeking inclinations.Online students' internal help‐seeking inclinations affected their grades through their participation in help seeking.Implications for practice and/or policy A mastery‐oriented class climate elicits online learners' positive help‐seeking inclinations while discouraging negative ones.The design and teaching of online classes should aim to foster a mastery‐oriented climate.Online classes should offer peer‐help opportunities and encourage student participation, which is conducive to academic performance. [ABSTRACT FROM AUTHOR]

In foreign language learning, it is important that learners become autonomous and learn how to self‐regulate their learning to continue language development. This article presents a self‐evaluation procedure designed to promote self‐regulation in speaking skills in a foreign language. This self‐evaluation procedure was tested in a quasi‐experimental study among 329 secondary school students in the Netherlands to investigate to what extent changes occurred in students' self‐regulation of their speaking skills and to what extent students perceived the self‐evaluation procedure as motivating and adaptive to their needs. The results showed that shifts were found in the focus of students' diagnoses and improvement plans for their own speaking performances. It was also found that the perceived need for teachers' assistance decreased. Moreover, students found support to be adaptive and appreciated the activities in the self‐evaluation procedure—especially producing and executing an improvement plan. In conclusion, this study contributes to the development of knowledge about guiding students' self‐regulation of speaking skills by adding concrete design principles to realize such a learning process. [ABSTRACT FROM AUTHOR]

Self-regulated learning (SRL) and executive functions (EF) are broad concepts stemming from different research areas. They have been defined and modeled in various ways and are repeatedly related to each other in the literature, but so far, no systematic analyses of these relations have been published. Therefore, a systematic analysis of their relationships described in the literature was conducted. Nineteen studies were synthesized concerning different categories (age groups, measurement methods, role of metacognition, relation to achievement, and longitudinal/intervention studies). In general, primarily low to moderate correlational relationships between SRL and EF were reported, with no detectable pattern depending on the age group. Measurement methods used to capture SRL and EF seem to influence the size of the correlations, with indirect measures correlating higher than direct/indirect measures. In addition, there is evidence that metacognition mediates the relationship between EF and SRL. In general, the notion that EF predicts SRL but not vice versa is supported. Following the systematic review, the results are critically discussed in the light of non-generalizable samples, measurement methods, and results interpretation issues. Suggestions for theory building and promising future research are given. [ABSTRACT FROM AUTHOR]

Retrieval practice can reduce associative memory deficits for older adults but they underutilize this potent learning tool during self-regulated learning. The current experiment investigated whether teaching older adults to use retrieval practice more can improve their self-regulated learning. Younger and older adults made decisions about when to study, how often to engage in retrieval practice, and when to stop learning a list of medication-side effect pairs. Some younger and older adults received instructions before learning that emphasized the mnemonic benefits of retrieval practice over restudying material and described how to schedule retrieval practice to learn to a goal criterion level. This minimal intervention was effective for improving both younger and older adults' associative memory. These data indicate that a simple strategy for improving older adults self-regulated learning is to provide them with instructions that teach them how to use criterion learning to schedule their retrieval practice for to-be learned material. [ABSTRACT FROM AUTHOR]

Self-regulated learning interventions influence students’ learning outcomes in online and blended environments. A review of the literature about self-regulated learning strategies reveals both significant and non-significant effects on learning outcomes in online and blended environments. The aim of this study was to calculate the common effect size of empirical studies conducted between 2017 and 2022 that investigated the effect of self-regulated learning strategies on learning outcomes in online and blended environments, and to determine whether the common effect size shows a significant difference in terms of course type, self-regulated learning strategy type, school level, and learning context. A meta-analytical review method was employed to combine the outcome of independent empirical studies. The studies included in this review were collected from Scopus, IEEE Explore, and ERIC databases. A total of 15 studies were included in this study. Cohen’s d coefficient was calculated for the effect size in this study. As the heterogeneity among the effect sizes of the studies was high (Q > χ², p < .05), the common effect size was calculated following the random effects model. As a result of the meta-analysis, it was decided that self-regulated learning strategies had a “moderate” effect (Q= 0.65) on learning outcomes in online and blended environments. Moreover, the calculated common effect size showed no significant difference according to the type of self-regulated learning strategy, course type, school level, and learning context. [ABSTRACT FROM AUTHOR]

The use of metacognitive and self-regulated strategies is a potential predictor of problem-solving skills and self-efficacy. However, this potential needs to be seen at the level of knowledge and experience of various attributes and forms of activity. This research aims to see the interaction effect of using metacognitive and self-regulated strategies on problem-solving skills and self-efficacy in primary school students. This research is quantitative in the form of a factorial design with a 2x2 design. A total of 100 primary school students were the subjects of data mining through tests and questionnaires. The results of this study show that both metacognitive and self-regulated strategies separately positively influence problem-solving skills and self-efficacy. However, when combined with the analysis, it shows that there is no interaction pattern of metacognitive and self-regulated strategies in each of the problem-solving and self-efficacy variables. The use of metacognitive strategies and also self-regulation has a different impact on problem-solving which shows that students tend to be resistant to these attributes in learning. This is thought to be caused by the knowledge style and experience attributes possessed by primary school students. Apart from that, learning styles and science materials, which are mostly in the form of concepts, also have allusions, so the combination of the two needs to be analyzed more deeply. Future teachers and researchers can use this research as a basis for testing the potential interaction of many attributes and skills at certain cognitive levels. [ABSTRACT FROM AUTHOR]

University students often learn statistics in large classes, and in such learning environments, students face an exceptionally high risk of failure. One reason for this is students' frequent statistics anxiety. This study shows how students can be supported using e-learning exercises with automated knowledge of correct response feedback, supplementing a face-to-face lecture. To this end, we surveyed 67 undergraduate social science students at a German university and observed their weekly e-learning exercises. We aggregated students' exercise behavior throughout the semester to explain their exam performance. To control for participation bias, we included essential predictors of educational success, such as prior achievement, motivation, personality traits, time preferences, and goals. We applied a double selection procedure based on the machine learning method Elastic Net to include an optimal but sparse set of control variables. The e-learning exercises indirectly promoted the self-regulated learning techniques of retrieval practice and spacing and provided corrective feedback. Working on the e-learning exercises increased students' performance on the final exam, even after controlling for the rich set of control variables. Two-thirds of students used our designed e-learning exercises; however, only a fraction of students spaced out the exercises, although students who completed the exercises during the semester and were not cramming at the end benefited additionally. Finally, we discuss how the results of our study inform the literature on retrieval practice, spacing, feedback, and e-learning in higher education. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article examines the relationship between metacognition and data-driven learning (DDL) in second language (L2) classrooms. While the use of DDL has been shown to be beneficial for L2 learning, there is still a need to understand how it interacts with the learning process. The article suggests that metacognition, which involves thinking about thinking and self-regulated information processing, may play a role in mediating the learning impacts of DDL tools. It also discusses how metacognitive knowledge and regulation can enhance the learning process. The author proposes future research directions to further explore this relationship. [Extracted from the article]

Health sciences students face many challenges in regard to clinical practical learning. A better understanding of student learning is required to address student needs in this crucial phase. The theory of self-regulated learning provides a comprehensive view of learning and could serve as a basis for further research. There are instruments to assess self-regulated learning in preclinical academic learning. However, there are no such instruments for workplace learning. The aim of the present study is to provide a comprehensive inventory from which researchers can select those scales that are relevant to their research questions in the investigation of workplace learning. Hence, the aim is to develop and validate a set of scales to assess undergraduates' workplace learning in health sciences education in four areas (cognition, motivation, emotion, and context) on two levels (the learning process level and the metalevel). Study 1 is a qualitative multimethod study to identify indicators and develop items. It integrates the perspectives of students, teachers, and researchers and includes six steps: literature review, interviews, synthesis, item development, expert review, and cognitive pretesting. This study yields a set of scales for each area on both levels. Study 2 is a quantitative study to assess the psychometric properties. The results show acceptable values in terms of unidimensionality, reliability and validity for each of the 31 scales. The newly developed Workplace Learning Inventory is comprehensive; the scales are relevant to workplace learning and short enough that their administration is feasible in the workplace setting. The rigorous process of questionnaire development contributes to the validity of scales. By providing the Workplace Learning Inventory, we hope to encourage research on workplace learning in health sciences education from an educational psychology perspective. [ABSTRACT FROM AUTHOR]

This study examines the phenomenon of learner behavior change in synchronous and asynchronous online learning environments. The article assesses the level, stage, reasons, and impact of change among online learners. To facilitate systematic analysis, a set of comparison parameters has been developed. These parameters include success and failure rates, mode and location of learning, level of interaction, group and individualized learning, courses with practical exercises, economic factors, self-regulated learning, indicators of change, technological tools, learner satisfaction, and the impact of a blended learning model. Overall, this article contributes to the understanding of online learners' behavioral changes and provides valuable information to educators, administrators, and online education providers for designing effective online learning environments. The identified parameters can serve as a foundation for future research on how synchronous or asynchronous modes can either enhance or hinder the overall learning experience of online learners. [ABSTRACT FROM AUTHOR]

This study explores the relationship between approaches to learning and self-regulation of learning. Approaches to learning characterise students’ intentions and strategies regarding learning and studying, divided into deep and surface approaches together with organised studying. Self-regulation of learning is a process of monitoring and directing one’s affect and behaviour in learning. It is known that self-regulation correlates with approaches to learning, but the direction of influence has not been demonstrated empirically. Measurements were taken in a first-year mathematics course on 103 Finnish undergraduates. Cross-lagged panel analysis was used to study the direction of time-lagged influence. The results revealed that significant influence existed from self-regulation to deep approach and organised studying, and from lack of regulation and external regulation to surface approach. Based on the results, we conclude that it is important for researchers and practitioners to take self-regulation into consideration when measuring approaches to learning or designing interventions. [ABSTRACT FROM AUTHOR]

Self-regulatory learning skills are recognized as an essential factor motivating students to learn. The lack of self-regulatory learning skills could reduce students' learning performance. Therefore, engaging students in making learning plans, executing the plans, and reflecting on their learning remains a challenge for teachers. To address this problem, this study proposes a gamified mobile self-regulated learning approach which provides multiple gamified rewards to motivate students' self-regulatory learning skills. Gamified elements were integrated into students' self-regulated learning stages to guide them in efficiently exploring how to achieve their goals and making deep learning reflections. To investigate the effect of this proposed approach on students' learning outcomes, two classes of students were recruited to conduct the experiment. The learning approach was used by the experimental group (N = 22) while the conventional mobile self-regulated learning approach was used by the control group (N = 22). Both groups of students' performance on the mathematics learning achievement test, SRL learning sheets, and goal-achieving intentions were collected and analyzed. The results showed that the gamification mechanism improved the students' learning achievement as well as their goal-setting and reflection performance. However, the students who used the proposed approach reached similar monitoring performance as those students who learned without gamification. This study confirmed the feasibility of introducing a gamification mechanism into self-regulated learning, and revealed how to apply multiple game elements in instructional activities to enhance students' learning intentions. [ABSTRACT FROM AUTHOR]

The present systematic review provides an overview and analysis of methodological underpinnings of self-regulated learning (SRL) research in ESL/EFL contexts. A search of five academic databases was conducted for studies published from 2017 to 2022. Adopting Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, the search yielded 31 studies conducted in various countries and educational settings. Informed by a 16-item coding scheme, the analysis found that SRL research is more nested within higher education. The results provided evidence to substantiate the idea that quantitative approaches towards SRL research is in the ascendency. Experimental and survey designs were identified as the most preferred research designs. The results revealed an absolute dominance of questionnaire/scale as the most frequently utilised data collection instrument. As for data analysis software, SPSS and Mplus were applied in the majority of studies. The results demonstrated that correlation, confirmatory factor analysis (CFA), and structural equation modelling (SEM) were among the most widely applied statistical tests. Finally, writing, compared to other language skills/subskills, was found to receive a surge of interest in SRL research. The study concludes with some suggestions for further future research. [ABSTRACT FROM AUTHOR]

The emergence of chatbots and language models, such as ChatGPT has the potential to aid university students' learning experiences. However, despite its potential, ChatGPT is relatively new. There are limited studies that have investigated its usage readiness, and perceived usefulness among students for academic purposes. This study investigated university students' academic help-seeking behaviour, with a particular focus on their readiness, and perceived usefulness in using ChatGPT for academic purposes. The study employed a sequential explanatory mixed-method research design. Data were gathered from a total of 373 students from a public university in Malaysia. SPSS software version 27 was used to determine the reliability of the research instrument, and descriptive statistics was used to assess the students' readiness, and perceived usefulness of ChatGPT for academic purposes. Responses in the open-ended questions were analysed using a four-step approach with ATLAS.ti 22. Research data from both the quantitative and qualitative methods were integrated. Findings indicated that students have the proficiency, willingness, and the requisite technological infrastructure to use ChatGPT, with a large majority attesting to its ability to augment their learning experience. The findings also showed students' positive perception of ChatGPT's usefulness in facilitating task and assignment completions, and its resourcefulness in locating learning materials. The results of this study provide practical implications for university policies, and instructor adoption practices on the utilisation of ChatGPT, and other AI technologies, in academic settings. [ABSTRACT FROM AUTHOR]

Self-regulated learning has seen a large increase in research interest due to its importance for online learning of higher education students. Several ways to measure self-regulated learning have been suggested. However, most measurements are either obtrusive, necessitating time and effort from students and potentially influencing the learning process, or only partially portable across courses. In the current study, we develop clickstream-based scales of four self-regulated learning phases that we show are portable across courses. The final scales are based on the COPES model and include two strong and reliable dimensions, enactment and adaptation, one dimension that performs reasonably, task definition, and a weaker one, goal-setting. By considering portability as the main criterion in the scale construction process, we ensured reliable transfer to both similar and dissimilar courses. When considering convergent validity, the created scale has higher bivariate and partial correlations with final student grades than the often-used self-reported MSLQ-SRL scale. We discuss limitations and future research to improve the scale further and facilitate adoption. [ABSTRACT FROM AUTHOR]

Preparing high‐quality graduates is a pressing challenge in teacher education, particularly among vocational high school graduates in Indonesia who face elevated unemployment rates. This experimental study explores the impact of integrating augmented reality (AR) and higher order thinking skills (HOTS) into vocational teacher education, empowering future educators with essential skills to meet evolving educational demands. The proposed learning media served to assist students in better comprehending abstract content through HOTS‐based learning activities, improving subject mastery. We investigated the effects of AR‐based HOTS learning media on learning performance based on self‐regulated learning, digital literacy, and critical thinking, using a mixed‐method research design with 241 participants. Our results demonstrate a positive impact on these factors, underscoring the significance of effective AR‐based learning tools in enhancing the quality of vocational teacher education. [ABSTRACT FROM AUTHOR]

The purpose of this study was to develop and evaluate the effectiveness of a self-regulated vocabulary learning mobile application (SRVL-MAPP) to improve English as a foreign language (EFL) students’ English vocabulary learning achievement and motivation. To evaluate the effectiveness of SRVL-MAPP, an experiment was conducted with 60 fourth-grade students from a primary school in Henan Province, China. These students were divided into two classes and randomly assigned to either the experimental group, which used SRVL-MAPP, or the control group, which used a mobile vocabulary learning application (NSRVL-MAPP) without the SRL mechanism, with 30 students in each group. The experiment lasted for three weeks. The results revealed that students in the experimental group outperformed those in the control group in both vocabularies learning achievement and motivation. In addition, the results also indicated that SRVL-MAPP significantly improved the English vocabulary learning achievement and motivation of field-dependent learners, while no such effect was observed for field-independent learners. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic and the resultant switch to remote learning enabled a natural experiment to observe and compare the self-regulation strategies used by elementary students in hypermedia environments. Specifically, the same participants (N = 48, Mage = 10.75) were observed in two learning contexts: a traditional classroom with their teacher present, and remote learning from home where all learning was conducted and completed digitally. In both contexts, students completed self-report instruments about their perceived self-regulatory behavior and were individually observed completing a research task in a digital context. Observational data was coded using an established framework of self-regulation for learning (SRL) behaviors in computer-based learning environments. Results showed that the context of the learning did not impact the SRL strategies of elementary students, with no significant differences between the self-reporting or observational data in all categories, or in task performance. The level of consistency between the patterns of SRL behavior, self-reporting and task performance in both environmental contexts was a remarkable finding of this study. Surprisingly, despite remote learning demanding higher self-regulatory capacity, results show that elementary students did not automatically acquire or develop self-regulation skills, nor adjust their existing patterns of SRL behavior in this new learning context. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic forced Chinese cross-border students in Hong Kong to participate in online homeschooling for three years while local students attended face-to-face schooling when the situation released. Previous studies have explored the learning challenges or educational inequity among students in online learning during the pandemic. Limited studies explored the educational inequality between local students and cross-border students. To fill this gap, this study explored the extent of educational inequity between Hong Kong local students and Chinese cross-border students. It further investigated the elements that lead to educational inequity between these two groups of students and the long-term consequences of prolonged purely online learning for Chinese cross-border students. This study compared self-regulated learning, perceived academic achievement, and learning challenges between 35 cross-border students and 32 local students in Hong Kong primary schools. According to the questionnaire and open-ended opinion surveys, the findings showed significant evidence of educational inequity between these two groups of students. Through six teachers' semi-structured interviews, the study analyzed students' learning experiences and synthesized the elements contributing to the issue of educational inequity. The study attributed this inequity to infrastructure elements and stakeholder-related elements. Prolonged purely online learning has resulted in negative and positive effects. This study offers practical implications for the government to implement feasible policies to reduce educational inequity in cross-border education and for stakeholders to conduct effective measures to support young learners in the post-COVID world. Lastly, this study discusses the limitations and recommendations for future research. [ABSTRACT FROM AUTHOR]

Access to traditional education is expensive and has limitations related to geographical locations. The internet development has enabled the use of alternative tools for providing teaching and learning services referred to as Massive Open Online Courses (MOOCs). Despite the advantages of using MOOCs in Higher Learning Institutions (HLIs), there is a paucity of studies related to the adoption of MOOCs in developing countries. Furthermore, the self-regulation aspect, an important factor in an uncontrolled learning environment has received less attention in the literature. Nevertheless, available studies on the adoption of MOOCs have not paid attention to the issue of the age difference, which is important in adopting innovative technology. Therefore, to address the gap this study extended the Technology-User- Environment (TUE) framework by examining mediating and moderating effects of self-regulation and age respectively on the adoption of the MOOCs in Tanzania. The study employed purposive sampling to collect a total of 351 which were analyzed using SmartPLS 4.0. Findings show that observability, perceived usefulness, peer pressure, self-regulation and self-efficacy have significant effects on the adoption of MOOCs. Furthermore, findings show that age moderates the relationship between peer pressure and MOOCs adoption behaviour. Also, Self-regulation was found to mediate the relationship between perceived usefulness, personal readiness, observability and MOOCs adoption. The study provides recommendations to enhance the adoption of MOOCs in Tanzania's higher education sector. [ABSTRACT FROM AUTHOR]