Measuring and Promoting Self-Regulation for Equity and Quality of Online Learning: New Evidence from a Multi-Institutional Survey during COVID-19
Self-regulation is a core concept to understand the metacognitive, motivational, and emotional aspects of learning. The outbreak of COVID-19 resulted in large numbers of courses being shifted online, thus providing a large-scale setting to collect new empirical evidence to shed light on the specific...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-07-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/12/7/465 |
| _version_ | 1797406699555913728 |
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| author | Jiao Guo Ronnel B. King Qinnan Ding Miaomiao Fan |
| author_facet | Jiao Guo Ronnel B. King Qinnan Ding Miaomiao Fan |
| author_sort | Jiao Guo |
| collection | DOAJ |
| description | Self-regulation is a core concept to understand the metacognitive, motivational, and emotional aspects of learning. The outbreak of COVID-19 resulted in large numbers of courses being shifted online, thus providing a large-scale setting to collect new empirical evidence to shed light on the specific challenges that different learner subgroups struggle with in the authentic online learning environment and then to provide practical implications to improve the learning outcomes by promoting learners’ online self-regulation. Based on a survey of 64,949 participants enrolled at 39 universities in a metropolitan city of China during the pandemic, we developed the Undergraduate Online Self-regulated Learning Questionnaire (UOSL), tested the reliability and construct validity of the UOSL items, and then built regression models to estimate the associations between online self-regulation and mastery of eight skills across different subgroups in a diverse student body. Disadvantaged subgroups such as rural, first-generation college students reported significantly lower UOSL scores as well as lower skill mastery in online learning. After controlling self-regulation in the regression model, these gaps related to student demographics have shrunk substantially and some become statistically insignificant (e.g., the gender gap in online skill mastery). The findings highlight the critical role of the targeted interventions of self-regulation to promote equity and enhance quality in the online teaching design and learning support. |
| first_indexed | 2024-03-09T03:30:20Z |
| format | Article |
| id | doaj.art-3375ff89c1474c50a3dd7481de866742 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-09T03:30:20Z |
| publishDate | 2022-07-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-3375ff89c1474c50a3dd7481de8667422023-12-03T14:56:28ZengMDPI AGEducation Sciences2227-71022022-07-0112746510.3390/educsci12070465Measuring and Promoting Self-Regulation for Equity and Quality of Online Learning: New Evidence from a Multi-Institutional Survey during COVID-19Jiao Guo0Ronnel B. King1Qinnan Ding2Miaomiao Fan3Institute of Higher Education, East China Normal University, Shanghai 200062, ChinaCentre for the Enhancement of Teaching and Learning, Faculty of Education, University of Hong Kong, Hong Kong, ChinaNational Institute of Education Policy Research, East China Normal University, Shanghai 200241, ChinaInstitute of Higher Education, East China Normal University, Shanghai 200062, ChinaSelf-regulation is a core concept to understand the metacognitive, motivational, and emotional aspects of learning. The outbreak of COVID-19 resulted in large numbers of courses being shifted online, thus providing a large-scale setting to collect new empirical evidence to shed light on the specific challenges that different learner subgroups struggle with in the authentic online learning environment and then to provide practical implications to improve the learning outcomes by promoting learners’ online self-regulation. Based on a survey of 64,949 participants enrolled at 39 universities in a metropolitan city of China during the pandemic, we developed the Undergraduate Online Self-regulated Learning Questionnaire (UOSL), tested the reliability and construct validity of the UOSL items, and then built regression models to estimate the associations between online self-regulation and mastery of eight skills across different subgroups in a diverse student body. Disadvantaged subgroups such as rural, first-generation college students reported significantly lower UOSL scores as well as lower skill mastery in online learning. After controlling self-regulation in the regression model, these gaps related to student demographics have shrunk substantially and some become statistically insignificant (e.g., the gender gap in online skill mastery). The findings highlight the critical role of the targeted interventions of self-regulation to promote equity and enhance quality in the online teaching design and learning support.https://www.mdpi.com/2227-7102/12/7/465self-regulationskill masteryequityqualityonline teaching and learning |
| spellingShingle | Jiao Guo Ronnel B. King Qinnan Ding Miaomiao Fan Measuring and Promoting Self-Regulation for Equity and Quality of Online Learning: New Evidence from a Multi-Institutional Survey during COVID-19 Education Sciences self-regulation skill mastery equity quality online teaching and learning |
| title | Measuring and Promoting Self-Regulation for Equity and Quality of Online Learning: New Evidence from a Multi-Institutional Survey during COVID-19 |
| title_full | Measuring and Promoting Self-Regulation for Equity and Quality of Online Learning: New Evidence from a Multi-Institutional Survey during COVID-19 |
| title_fullStr | Measuring and Promoting Self-Regulation for Equity and Quality of Online Learning: New Evidence from a Multi-Institutional Survey during COVID-19 |
| title_full_unstemmed | Measuring and Promoting Self-Regulation for Equity and Quality of Online Learning: New Evidence from a Multi-Institutional Survey during COVID-19 |
| title_short | Measuring and Promoting Self-Regulation for Equity and Quality of Online Learning: New Evidence from a Multi-Institutional Survey during COVID-19 |
| title_sort | measuring and promoting self regulation for equity and quality of online learning new evidence from a multi institutional survey during covid 19 |
| topic | self-regulation skill mastery equity quality online teaching and learning |
| url | https://www.mdpi.com/2227-7102/12/7/465 |
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