PERCEIVED SUPPORT FROM INSTRUCTOR & PEERS AND STUDENTS’ SELF-REGULATED LEARNING DURING TEMPORARY ONLINE PIVOTED LEARNING

Hue Nguyen

Article Details

PERCEIVED SUPPORT FROM INSTRUCTOR & PEERS AND STUDENTS’ SELF-REGULATED LEARNING DURING TEMPORARY ONLINE PIVOTED LEARNING

Authors:

Hue Nguyen

Publisher:

Anadolu University

Journal:

Turkish Online Journal of Distance Education Vol.24 Issue 3, pp.192-208

Document Type:

Article

Publication Date:

1/2023

Document Language:

English

Document ID (Org No.):

2001293182

pISSN:

1302-6488

Keywords:

Abstract:

 The third wave of the Covid-19 pandemic has made every higher education institution in Taiwan implement online learning. Given the circumstance, supporting students in their online self-regulated learning SRL became more critical to enabling students learning maintenance and learning success. The present study explores the impact of instructor support and peers support on students SRL during temporary online pivoted learning. 123 undergraduate and graduate students in Taiwan were surveyed on two scales The Instructor Support and Peers Support Questionnaire and The Self-Regulated Online Learning Questionnaire SOL-Q. The descriptive results indicated that students had relatively good perceptions of instructor support, peers support and the online SRL. Additionally, the correlation analysis revealed that both instructor support and peers support had positive and moderate relationships with dimensions of the online SRL. Furthermore, the regression analysis substantiated the importance of instructor support to dimensions of metacognitive skills, persistence, and environmental structuring. In contrast, peer support was essential to metacognitive skills, persistence, and help-seeking. Lastly, there was a negligible impact of provided support on time management behaviors. The research suggested that educators and institutions should provide adequate support for students and facilitate interactive online learning environments for peer-to-peer support.

 The third wave of the Covid-19 pandemic has made every higher education institution in Taiwan implement online learning. Given the circumstance, supporting students in their online self-regulated learning SRL became more critical to enabling students learning maintenance and learning success. The present study explores the impact of instructor support and peers support on students SRL during temporary online pivoted learning. 123 undergraduate and graduate students in Taiwan were surveyed on two scales The Instructor Support and Peers Support Questionnaire and The Self-Regulated Online Learning Questionnaire SOL-Q. The descriptive results indicated that students had relatively good perceptions of instructor support, peers support and the online SRL. Additionally, the correlation analysis revealed that both instructor support and peers support had positive and moderate relationships with dimensions of the online SRL. Furthermore, the regression analysis substantiated the importance of instructor support to dimensions of metacognitive skills, persistence, and environmental structuring. In contrast, peer support was essential to metacognitive skills, persistence, and help-seeking. Lastly, there was a negligible impact of provided support on time management behaviors. The research suggested that educators and institutions should provide adequate support for students and facilitate interactive online learning environments for peer-to-peer support.

 The third wave of the Covid-19 pandemic has made every higher education institution in Taiwan implement online learning. Given the circumstance, supporting students in their online self-regulated learning SRL became more critical to enabling students learning maintenance and learning success. The present study explores the impact of instructor support and peers support on students SRL during temporary online pivoted learning. 123 undergraduate and graduate students in Taiwan were surveyed on two scales The Instructor Support and Peers Support Questionnaire and The Self-Regulated Online Learning Questionnaire SOL-Q. The descriptive results indicated that students had relatively good perceptions of instructor support, peers support and the online SRL. Additionally, the correlation analysis revealed that both instructor support and peers support had positive and moderate relationships with dimensions of the online SRL. Furthermore, the regression analysis substantiated the importance of instructor support to dimensions of metacognitive skills, persistence, and environmental structuring. In contrast, peer support was essential to metacognitive skills, persistence, and help-seeking. Lastly, there was a negligible impact of provided support on time management behaviors. The research suggested that educators and institutions should provide adequate support for students and facilitate interactive online learning environments for peer-to-peer support.

 The third wave of the Covid-19 pandemic has made every higher education institution in Taiwan implement online learning. Given the circumstance, supporting students in their online self-regulated learning SRL became more critical to enabling students learning maintenance and learning success. The present study explores the impact of instructor support and peers support on students SRL during temporary online pivoted learning. 123 undergraduate and graduate students in Taiwan were surveyed on two scales The Instructor Support and Peers Support Questionnaire and The Self-Regulated Online Learning Questionnaire SOL-Q. The descriptive results indicated that students had relatively good perceptions of instructor support, peers support and the online SRL. Additionally, the correlation analysis revealed that both instructor support and peers support had positive and moderate relationships with dimensions of the online SRL. Furthermore, the regression analysis substantiated the importance of instructor support to dimensions of metacognitive skills, persistence, and environmental structuring. In contrast, peer support was essential to metacognitive skills, persistence, and help-seeking. Lastly, there was a negligible impact of provided support on time management behaviors. The research suggested that educators and institutions should provide adequate support for students and facilitate interactive online learning environments for peer-to-peer support.

Article Details

PERCEIVED SUPPORT FROM INSTRUCTOR & PEERS AND STUDENTS’ SELF-REGULATED LEARNING DURING TEMPORARY ONLINE PIVOTED LEARNING

Authors:

Hue Nguyen

Publisher:

Anadolu University

Journal:

Turkish Online Journal of Distance Education Vol.24 Issue 3, pp.192-208

Document Type:

Article

Publication Date:

1/2023

Document Language:

English

Document ID (Org No.):

2001293182

pISSN:

1302-6488

Instructor support & peer support

self-regulated learning

temporary online pivoted learning

quantitative research

Issues

Article Details

PERCEIVED SUPPORT FROM INSTRUCTOR & PEERS AND STUDENTS’ SELF-REGULATED LEARNING DURING TEMPORARY ONLINE PIVOTED LEARNING

Authors: Hue Nguyen

Publisher: Anadolu University

Journal: Turkish Online Journal of Distance Education Vol.24 Issue 3, pp.192-208

Document Type: Article

Publication Date: 1/2023

Document Language: English

Document ID (Org No.): 2001293182

pISSN: 1302-6488

Instructor support & peer support

self-regulated learning

temporary online pivoted learning

quantitative research

Issues

Authors:

Hue Nguyen

Publisher:

Anadolu University

Journal:

Turkish Online Journal of Distance Education Vol.24 Issue 3, pp.192-208

Document Type:

Article

Publication Date:

1/2023

Document Language:

English

Document ID (Org No.):

2001293182

pISSN:

1302-6488