-
Something wrong with this record ?
University Students and Their Ability to Perform Self-Regulated Online Learning Under the COVID-19 Pandemic
B. Klimova, K. Zamborova, A. Cierniak-Emerych, S. Dziuba
Language English Country Switzerland
Document type Journal Article
NLK
Directory of Open Access Journals
from 2010
Free Medical Journals
from 2010
PubMed Central
from 2010
Europe PubMed Central
from 2010
Open Access Digital Library
from 2010-01-01
Open Access Digital Library
from 2010-01-01
ROAD: Directory of Open Access Scholarly Resources
from 2010
- Publication type
- Journal Article MeSH
The COVID-19 pandemic has affected all aspects of the educational system, including students' learning styles, which are heavily dependent on self-regulated studying strategies and motivation. The purpose of this study was to discover whether Central European students, in this case the Slovak and Czech students, were able to perform self-regulated learning during online learning under the COVID-19 pandemic to achieve their learning goals and improve academic performance, as well as to propose a few practical recommendations how to develop and maintain students' self-regulation learning in this new online environment. The methodology was based on a questionnaire survey conducted among 268 students at two Central European universities in February and March 2021. The findings indicate that Central European students seemed to be able to perform their online self-study, especially in regard to personal competencies, meaningfulness and motivation. They reported higher awareness of their strengths and weaknesses in learning, time management, and/or the usefulness of making an effort to study. However, the findings reveal an urgent need for more work to be done in the area of metacognitive strategies, such as reflective and critical thinking, analyzing and evaluating. In this respect, the teacher's role is replaceable since s/he serves as a facilitator and promotes these metacognitive strategies by providing students with constructive feedback, monitoring their learning, reviewing their progress, and/or providing opportunities to reflect on their learning. There were not any striking differences between the Czech and Slovak students. Nevertheless, Slovak students (females in particular) seemed to be more self-disciplined and goal-oriented in their learning.
References provided by Crossref.org
- 000
- 00000naa a2200000 a 4500
- 001
- bmc22017578
- 003
- CZ-PrNML
- 005
- 20220720100303.0
- 007
- ta
- 008
- 220718s2022 sz f 000 0|eng||
- 009
- AR
- 024 7_
- $a 10.3389/fpsyg.2022.781715 $2 doi
- 035 __
- $a (PubMed)35356327
- 040 __
- $a ABA008 $b cze $d ABA008 $e AACR2
- 041 0_
- $a eng
- 044 __
- $a sz
- 100 1_
- $a Klimova, Blanka $u Department of Applied Linguistics, Faculty of Informatics and Management, University of Hradec Králové, Hradec Králové, Czechia
- 245 10
- $a University Students and Their Ability to Perform Self-Regulated Online Learning Under the COVID-19 Pandemic / $c B. Klimova, K. Zamborova, A. Cierniak-Emerych, S. Dziuba
- 520 9_
- $a The COVID-19 pandemic has affected all aspects of the educational system, including students' learning styles, which are heavily dependent on self-regulated studying strategies and motivation. The purpose of this study was to discover whether Central European students, in this case the Slovak and Czech students, were able to perform self-regulated learning during online learning under the COVID-19 pandemic to achieve their learning goals and improve academic performance, as well as to propose a few practical recommendations how to develop and maintain students' self-regulation learning in this new online environment. The methodology was based on a questionnaire survey conducted among 268 students at two Central European universities in February and March 2021. The findings indicate that Central European students seemed to be able to perform their online self-study, especially in regard to personal competencies, meaningfulness and motivation. They reported higher awareness of their strengths and weaknesses in learning, time management, and/or the usefulness of making an effort to study. However, the findings reveal an urgent need for more work to be done in the area of metacognitive strategies, such as reflective and critical thinking, analyzing and evaluating. In this respect, the teacher's role is replaceable since s/he serves as a facilitator and promotes these metacognitive strategies by providing students with constructive feedback, monitoring their learning, reviewing their progress, and/or providing opportunities to reflect on their learning. There were not any striking differences between the Czech and Slovak students. Nevertheless, Slovak students (females in particular) seemed to be more self-disciplined and goal-oriented in their learning.
- 655 _2
- $a časopisecké články $7 D016428
- 700 1_
- $a Zamborova, Katarina $u Department of English Language, Faculty of Applied Languages, University of Economics in Bratislava, Bratislava, Slovakia
- 700 1_
- $a Cierniak-Emerych, Anna $u Faculty of Business and Management, Wrocław University of Economics and Business, Wrocław, Poland
- 700 1_
- $a Dziuba, Szymon $u Faculty of Business and Management, Wrocław University of Economics and Business, Wrocław, Poland
- 773 0_
- $w MED00174603 $t Frontiers in psychology $x 1664-1078 $g Roč. 13, č. - (2022), s. 781715
- 856 41
- $u https://pubmed.ncbi.nlm.nih.gov/35356327 $y Pubmed
- 910 __
- $a ABA008 $b sig $c sign $y - $z 0
- 990 __
- $a 20220718 $b ABA008
- 991 __
- $a 20220720100258 $b ABA008
- 999 __
- $a ind $b bmc $g 1816659 $s 1168820
- BAS __
- $a 3
- BAS __
- $a PreBMC
- BMC __
- $a 2022 $b 13 $c - $d 781715 $e 20220309 $i 1664-1078 $m Frontiers in psychology $n Front Psychol $x MED00174603
- LZP __
- $a Pubmed-20220718