Self-regulated learning is one of the key factors in a successful educational process, especially in the modern learning environment, which increasingly incorporates digital and interactive approaches. It is a process in which individuals plan, monitor, and evaluate their learning strategies and behaviors to achieve set goals. Theoretical foundations of self-regulated learning, as outlined by B. J. Zimmerman, include cognitive, metacognitive, and motivational components that collectively enable effective independent learning.
At DOBA Faculty, within the course Introduction to Educational Psychology in the undergraduate program Applied Psychology, we explored effective strategies for encouraging students to improve academic performance and develop self-regulation skills. A study conducted among 97 students during the 2022/23 academic year, all of whom studied remotely, highlighted the importance of promoting self-awareness, reflection, and feedback acquisition in the learning process.
The Importance of Practical Activities in Developing Self-Regulation
As part of the course, students participated in activities that included analyzing video recordings of their team meetings. These activities enabled them to identify strengths and weaknesses in their collaboration and encouraged self-awareness and active learning through reflection. Additionally, students evaluated their work through written assignments and reflective journals, identified their strengths and areas for improvement, and considered ways to enhance their performance. Mentor feedback played a crucial role in helping students better understand their mistakes and opportunities for progress. The use of extended grading rubrics further supported the clear identification of learning objectives and provided structured feedback that could be directly applied to improvement.
Participation in webinars proved to be an important factor, as students who were more interested in additional learning generally achieved better results. Webinars enabled in-depth discussion of content and practical integration of knowledge, which boosted motivation for continued learning. Furthermore, students developed teamwork skills, which were essential for success in group projects and assignments.
The Impact of Reflection and Feedback on Academic Performance
The study results showed moderately positive correlations between self-reflection, feedback, and student achievement. Self-reflection, which involves deep thinking about one’s experiences, behaviors, and outcomes, allows individuals to recognize their strengths and weaknesses and adjust their actions accordingly. Students who actively participated in reflective activities and received detailed feedback demonstrated a better ability to adapt their learning strategies, which was reflected in their performance. Video analysis of team meetings revealed that students who were more aware of their strengths and weaknesses contributed more effectively to successful group collaboration.
However, the results also indicated that self-reflection might not be the sole factor influencing team performance, as some outcomes were less pronounced than expected. The lack of strong statistical correlations in certain cases suggests a need for further exploration of these relationships.
Learning as a Lifelong Opportunity
Integrating theoretical knowledge with practical experiences, supported by video feedback, self-reflection, and mentor input, proved to be an effective approach for improving self-regulated learning and academic achievement. The experiences gained show that a combination of these methods enables the development of lifelong learning competencies.
As defined in research, self-regulated learning involves individuals’ ability to plan, monitor, and adjust their learning strategies according to set goals. This includes not only managing cognitive processes but also motivational and emotional aspects, which allow for greater autonomy in learning. Additional encouragement of interaction and collaboration through webinars can serve as an effective way to enhance student engagement and learning motivation.
Nevertheless, the lack of strong connections between certain variables highlights the complexity of interactions among various factors affecting the learning process. Further research could clarify how specific components, such as feedback and reflection, contribute to improving self-regulation. Our study provides insights that educational institutions can use to adapt their teaching strategies and support systems for students in distance learning.
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