Perceiving learning regulation with Moodle: Implications for guidance
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10071/27972 |
Resumo: | The present study aimed to understand how middle school students report how they self-regulate learning when using the Modular Object-Oriented Dynamic Learning Environment (Moodle) platform. To achieve this goal, a sample of middle school students (N=438) responded to the Self-Regulated Learning with Moodle Inventory (SRL-MI). Exploratory factor analysis (219 participants) and confirmatory factor analysis (219 participants) revealed good fit indices for the instrument used. In general, the results showed that students reflected on and reported how they self-regulated their learning when using the Moodle platform. Results also demonstrated how middle school students thought of themselves as learners. Through Item Response Theory, results showed that the students overestimated the way in which they self-regulated their learning in different phases (forethought: α = 0.93, performance: α = 0.88, and self-reflection: α = 0.92). This reveals the difficulty students of this age group have and the inaccuracy with which they report how they self-regulate their learning when using the Moodle platform. Specifically, students revealed some difficulty in reporting strategic planning processes, the processes of regulating attention, and their self-reaction processes. Students demonstrated less difficulty in reporting self-efficacy beliefs about what they were able to learn, monitoring strategies and the reasons for success. Implications for guidance practice regarding the promotion of students’ self-reflection and suggestions for future research are discussed. |
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Perceiving learning regulation with Moodle: Implications for guidanceSelf-regulationLearningMoodlePerceptionsItem response theoryThe present study aimed to understand how middle school students report how they self-regulate learning when using the Modular Object-Oriented Dynamic Learning Environment (Moodle) platform. To achieve this goal, a sample of middle school students (N=438) responded to the Self-Regulated Learning with Moodle Inventory (SRL-MI). Exploratory factor analysis (219 participants) and confirmatory factor analysis (219 participants) revealed good fit indices for the instrument used. In general, the results showed that students reflected on and reported how they self-regulated their learning when using the Moodle platform. Results also demonstrated how middle school students thought of themselves as learners. Through Item Response Theory, results showed that the students overestimated the way in which they self-regulated their learning in different phases (forethought: α = 0.93, performance: α = 0.88, and self-reflection: α = 0.92). This reveals the difficulty students of this age group have and the inaccuracy with which they report how they self-regulate their learning when using the Moodle platform. Specifically, students revealed some difficulty in reporting strategic planning processes, the processes of regulating attention, and their self-reaction processes. Students demonstrated less difficulty in reporting self-efficacy beliefs about what they were able to learn, monitoring strategies and the reasons for success. Implications for guidance practice regarding the promotion of students’ self-reflection and suggestions for future research are discussed.Asociación Española de Orientación y Psicopedagogía2023-02-17T18:30:33Z2022-01-01T00:00:00Z20222023-02-17T18:30:02Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10071/27972eng1139-785310.5944/reop.vol.33.num.1.2022.33759De Oliveira, P. D.Da Veiga-Simão, A. M. V.Costa Ferreira, P. A. N.Ferreira, A. I.info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-09T18:02:21Zoai:repositorio.iscte-iul.pt:10071/27972Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T22:33:37.620219Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Perceiving learning regulation with Moodle: Implications for guidance |
title |
Perceiving learning regulation with Moodle: Implications for guidance |
spellingShingle |
Perceiving learning regulation with Moodle: Implications for guidance De Oliveira, P. D. Self-regulation Learning Moodle Perceptions Item response theory |
title_short |
Perceiving learning regulation with Moodle: Implications for guidance |
title_full |
Perceiving learning regulation with Moodle: Implications for guidance |
title_fullStr |
Perceiving learning regulation with Moodle: Implications for guidance |
title_full_unstemmed |
Perceiving learning regulation with Moodle: Implications for guidance |
title_sort |
Perceiving learning regulation with Moodle: Implications for guidance |
author |
De Oliveira, P. D. |
author_facet |
De Oliveira, P. D. Da Veiga-Simão, A. M. V. Costa Ferreira, P. A. N. Ferreira, A. I. |
author_role |
author |
author2 |
Da Veiga-Simão, A. M. V. Costa Ferreira, P. A. N. Ferreira, A. I. |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
De Oliveira, P. D. Da Veiga-Simão, A. M. V. Costa Ferreira, P. A. N. Ferreira, A. I. |
dc.subject.por.fl_str_mv |
Self-regulation Learning Moodle Perceptions Item response theory |
topic |
Self-regulation Learning Moodle Perceptions Item response theory |
description |
The present study aimed to understand how middle school students report how they self-regulate learning when using the Modular Object-Oriented Dynamic Learning Environment (Moodle) platform. To achieve this goal, a sample of middle school students (N=438) responded to the Self-Regulated Learning with Moodle Inventory (SRL-MI). Exploratory factor analysis (219 participants) and confirmatory factor analysis (219 participants) revealed good fit indices for the instrument used. In general, the results showed that students reflected on and reported how they self-regulated their learning when using the Moodle platform. Results also demonstrated how middle school students thought of themselves as learners. Through Item Response Theory, results showed that the students overestimated the way in which they self-regulated their learning in different phases (forethought: α = 0.93, performance: α = 0.88, and self-reflection: α = 0.92). This reveals the difficulty students of this age group have and the inaccuracy with which they report how they self-regulate their learning when using the Moodle platform. Specifically, students revealed some difficulty in reporting strategic planning processes, the processes of regulating attention, and their self-reaction processes. Students demonstrated less difficulty in reporting self-efficacy beliefs about what they were able to learn, monitoring strategies and the reasons for success. Implications for guidance practice regarding the promotion of students’ self-reflection and suggestions for future research are discussed. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-01-01T00:00:00Z 2022 2023-02-17T18:30:33Z 2023-02-17T18:30:02Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10071/27972 |
url |
http://hdl.handle.net/10071/27972 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
1139-7853 10.5944/reop.vol.33.num.1.2022.33759 |
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info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Asociación Española de Orientación y Psicopedagogía |
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Asociación Española de Orientación y Psicopedagogía |
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reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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