Distance learning during COVID-19 pandemic: Role of digital literacy and task value towards self-regulated learning in college students
Authors
-
Husnul Muasyaroh
Faculty of Psychology, Universitas Indonesia, Indonesia
-
Lucia R.M. Royanto
Faculty of Psychology, Universitas Indonesia, Indonesia
https://doi.org/10.24854/jpu172
Keywords:
college student, COVID-19, digital literacy, distance learning, self-regulated learning, task valueAbstract
Distance learning has been primarily utilized by college students since COVID-19 pandemic. Distance learning mode requires students to allocate and regulate their learning experience more independently. This study aimed to examine the role of digital literacy and task value on self-regulated learning of college students who participated in distance learning during COVID-19 pandemic. Participants were 420 college students across faculties from 10 public universities in Indonesia who agreed to fill the online survey consisting three validated measures. Regression analysis indicated that digital literacy and task value positively contribute to the participants’ capacity of self-regulated learning. Further analysis suggested that, compared to digital literacy, task value is a stronger predictor of students’ self-regulated. The finding could provide valuable insight to assist in developing policies or interventions to improve college students’ self-regulated learning in distance learning.
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References
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Lee, D., Watson, S. L., & Watson, W. R. (2020). The relationships between self-efficacy, task value, and self-regulated learning strategies in massive open online courses. The International Review of Research in Open and Distributed Learning, 21(1), 23-39. https://doi.org/10.19173/irrodl.v20i5.4389
Lee, J., Moon, J., & Cho, B. (2015). The mediating role of self-regulation between digital literacy and learning outcomes in the digital textbook for middle school English. Educational Technology International, 16(1), 58–83.
Moore, M. G., & Kearsley, G. (2011). Distance education: A systems view of online learning. Cengage Learning.
Muthupoltotage. U., P., & Gardner, L. (2018). Analysing the relationships between digital literacy and self-regulated learning of undergraduates—A preliminary investigation. Dalam N. Paspallis, M. Raspopoulos, C. Barry, M. Lang, H. Linger, & C. Schneider (Eds.), Advances in information systems development (hlm. 1-16). Springer International Publishing.
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Rivera, J. H. (2018). Online learner readiness: Strategies for success. Kappa Delta Pi Record, 54(2), 52-55. https://doi.org/10.1080/00228958.2018.1443679
Sadeghi, S. H. (2018). E-learning practice in higher education: A mixed-method comparative analysis. Springer.
Swafford, M. (2018). The relationship between motivation and online self-regulated learning. Journal of Human Sciences and Extension, 6(3), 92-106. https://www.jhseonline.com/article/view/791
Tang, C. M., & Chaw, L. Y. (2016). Digital literacy: A prerequisite for effective learning in a blended learning environment? Electronic Journal of e-Learning, 14(1), 54–65.
Tuamsuk, K., & Subramaniam, M. (2017). The current state and influential factors in the development of digital literacy in Thailand’s higher education. Information and Learning Science, 118(5/6), 235-251. https://doi.org/10.1108/ILS-11-2016-0076
Velez, J. (2008). Instructor communication behaviors and classroom climate: Exploring relationships with student self-efficacy and task value motivation [Doctoral dissertation, School of The Ohio State University]. OhioLINK. https://etd.ohiolink.edu/apexprod/rws_etd/send_file/send?accession=osu1211151901&disposition=inline
Wang, T. H. (2011). Developing Web-based assessment strategies for facilitating junior high school students to perform self-regulated learning in an e-Learning environment. Computers & Education, 57(2), 1801–1812. https://doi.org/10.1016/j.compedu.2011.01.003
Wigfield, A., Rosenzweig, E., & Eccles, J. (2017). Achievement values: Interactions, intervention, and future directions. Dalam A. J. Elliot, C. S. Dweck, & D. S. Yeager (Eds.), Handbook of competence and motivation: Theory and application (hlm. 116-134). The Guilford Press.
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Zimmerman, B. J., & Schunk, D. H. (2007). Motivation: An essential dimension of self-regulated learning. Dalam D. H. Schunk, & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (hlm. 1-30). Taylor & Francis. https://books.google.co.id/books?id=MDQLfOg0jX0C
Zimmerman, B. J. (2000). Attaining self regulation: A social cognitive perspective. Dalam M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (hlm. 451–502). Academic Press.
Association to Advance Collegiate Schools of Business International. (2007). Quality issues in distance learning. The Association to Advance Collegiate Schools of Business. https://numerons.files.wordpress.com/2012/04/16quality-issues-in-distance-learning.pdf
Azevedo, R., Moos, D. C., Greene, J. A., Winters, F. I., & Cromley, J. G. (2008). Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia? Educational Technology Research and Development, 56(1), 45–72. https://doi.org/10.1007/s11423-007-9067-0
Baig, A. (2017). Relationship between the subjective task value of a course and level of transfer displayed by learners of cognitive behavioral theories (Publication No. 10634406) [Master’s thesis, University of Arizona]. ProQuest Dissertations and Theses Global. https://search.proquest.com/docview/1988279560?accountid=17242
Barnard, L., Paton, V., & Lan, W. (2008). Online self-regulatory learning behaviors as a mediator in the relationship between online course perceptions with achievement. The International Review of Research in Open and Distributed Learning, 9(2). 1-11. https://doi.org/10.19173/irrodl.v9i2.516
Blau, I., Shamir-Inbal, T., & Avdiel, O. (2020). How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students? The Internet and Higher Education, 45(100722). https://doi.org/10.1016/j.iheduc.2019.100722
Blayone, T. (2018). Reexamining digital-learning readiness in higher education: Positioning digital competencies as key factors and a profile application as a readiness tool. International Journal on E-Learning: Corporate, Government, Healthcare, and Higher Education, 17(4), 425–451. https://www.researchgate.net/publication/327815545
Boekaerts, M. (2007). Understanding students’ affective processes in the classroom. Dalam P. Schutz and R. Pekrun (Eds.), Emotion in education (hlm. 37-56). Academic Press.
Broadbent, J. (2017). Comparing online and blended learner’s self-regulated learning strategies and academic performance. The Internet and Higher Education, 33, 24–32. http://doi.org/10.1016/j.iheduc.2017.01.004
Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13. https://doi.org/10.1016/j.iheduc.2015.04.007
Croft, N., Dalton, A., & Grant, M. (2010) Overcoming isolation in distance learning: Building a learning community through time and space. Journal for Education in the Built Environment, 5(1), 27-64. https://doi.org/10.11120/jebe.2010.05010027
Demir Kaymak, Z., & Horzum, M. B. (2013). Relationship between online learning readiness and structure and interaction of online learning students. Educational Sciences: Theory and Practice, 13(3), 1792-1797. https://doi.org/10.12738/estp.2013.3.1580
Devolder, A., van Braak, J., & Tondeur, J. (2012). Supporting self?regulated learning in computer?based learning environments: Systematic review of effects of scaffolding in the domain of science education. Journal of Computer Assisted Learning, 28(6), 557-573. https://doi.org/10.1111/j.1365-2729.2011.00476.x
Eshet, Y. (2012). Thinking in the digital era: A revised model for digital literacy. Issues in Informing Science and Information Technology, 9(2), 267-276. https://www.researchgate.net/publication/312281798
Fricker, R. D. (2017). Sampling methods for online surveys. Dalam N. G. Fielding, R. M. Lee, & G. Blank (Eds.). The SAGE handbook of online research methods (hlm. 184-202). SAGE Publications.
Goetz, T., Nett, U. E., & Hall, N. C. (2013). Self-regulated learning. Dalam N. C. Hall & T. Goetz (Eds.), Emotion, motivation, and self-regulation: a handbook for teachers (hlm. 123–166). Emerald Group Publishing Limited.
Gosling, D. (2009). Supporting student learning. Dalam H. Fry, S. Ketteridge, & S. Marshall (Eds.), A handbook for teaching and learning in higher education: Enhancing academic practice (hlm. 113-131). Routledge.
Gravetter, F. J., & Wallnau, L. B. (2017). Statistics for the behavioral sciences (10th ed.). Cengage Learning.
Greene, J. A., Seung, B. Y., & Copeland, D. Z. (2014). Measuring critical components of digital literacy and their relationships with learning. Computers & Education, 76, 55-69. https://doi.org/10.1016/j.compedu.2014.03.008
Jannah, S. M. (2019). Analysis level of digital literacy of digital natives: How the impact on their self-regulated learning? Jurnal Bisnis dan Manajemen, 3(2), 173-185. http://dx.doi.org/10.25139/ekt.v3i2.1756
Jansen, R. S., van Leeuwen, A., Janssen, J., Kester, L., & Kalz, M. (2016). Validation of the self-regulated online learning questionnaire. Journal of Computing in Higher Education, 29(1), 6–27. https://doi.org/10.1007/s12528-016-9125-x
Johnson, G., & Davies, S. (2014). Self-regulated learning in digital environments: Theory, research, praxis. British Journal of Research, 1(2), 1-14.
Kementerian Riset, Teknologi dan Pendidikan Tinggi. (2019, Agustus 16). Menristekdikti umumkan klasterisasi perguruan tinggi Indonesia 2019, fokuskan hasil dari perguruan tinggi. https://www.ristekbrin.go.id/kabar/menristekdikti-umumkan-klasterisasi-perguruan-tinggi-indonesia-2019-fokuskan-hasil-dari-perguruan-tinggi/
Kementerian Riset, Teknologi dan Pendidikan Tinggi. (2020, Maret 16). Surat edaran pencegahan Corona Virus Disease (COVID-19) pada perguruan tinggi di lingkungan LLDIKTI Wilayah VII. http://lldikti7.ristekdikti.go.id/pengumumanDetail.php?id=23305
Larasati, C. (2020, Maret 15). Dampak korona, kuliah online diberlakukan di 67 Kampus. Medcom. https://www.medcom.id/pendidikan/news-pendidikan/JKRGRz3N-dampak-korona-kuliah-online-diberlakukan-di-67-kampus
Lee, D., Watson, S. L., & Watson, W. R. (2020). The relationships between self-efficacy, task value, and self-regulated learning strategies in massive open online courses. The International Review of Research in Open and Distributed Learning, 21(1), 23-39. https://doi.org/10.19173/irrodl.v20i5.4389
Lee, J., Moon, J., & Cho, B. (2015). The mediating role of self-regulation between digital literacy and learning outcomes in the digital textbook for middle school English. Educational Technology International, 16(1), 58–83.
Moore, M. G., & Kearsley, G. (2011). Distance education: A systems view of online learning. Cengage Learning.
Muthupoltotage. U., P., & Gardner, L. (2018). Analysing the relationships between digital literacy and self-regulated learning of undergraduates—A preliminary investigation. Dalam N. Paspallis, M. Raspopoulos, C. Barry, M. Lang, H. Linger, & C. Schneider (Eds.), Advances in information systems development (hlm. 1-16). Springer International Publishing.
Napitupulu, R. M. (2020). Dampak pandemi Covid-19 terhadap kepuasan pembelajaran jarak jauh. Jurnal Inovasi Teknologi Pendidikan, 7(1), 23-33. https://doi.org/10.21831/jitp.v7i1.32771
Nuraini, R. (2020, Maret 2). Kasus COVID-19 pertama, masyarakat jangan panik. Indonesia. Indonesia.go.id. https://indonesia.go.id/narasi/indonesia-dalam-angka/ekonomi/kasus-COVID-19-pertama-masyarakat-jangan-panik
Panadero, E. (2017). A review of self-regulated learning: Six models and four direction for research. Frontiers in Psychology, 8, 1-28. https://doi.org/10.3389/fpsyg.2017.00422
Peechapol, C., Na-Songkhla, J., Sujiva, S., & Luangsodsai, A. (2018). An exploration of factors influencing self-efficacy in online learning: A systematic review. International Journal of Emerging Technologies in Learning (iJET), 13(9), 64-86. https://doi.org/10.3991/ijet.v13i09.8351
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. Dalam M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (hlm. 451–502). Academic Press.
Pintrich, P. R. R., Smith, D., Garcia, T., & McKeachie, W. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). https://files.eric.ed.gov/fulltext/ED338122.pdf
Porat, E., Blau, I., & Barak, A. (2018). Measuring digital literacies: Junior high-school students' perceived competencies versus actual performance. Computers & Education, 126, 23-36. https://doi.org/10.1016/j.compedu.2018.06.030
Putra, P. H. (2018, Juli 24). Akselerasi e-learning dan online education di tanah air. https://www.cs.ui.ac.id/index.php/akselerasi-e-learning-dan-online-education-di-tanah-air/?lang=en pada tanggal 03 April 2020
Rivera, J. H. (2018). Online learner readiness: Strategies for success. Kappa Delta Pi Record, 54(2), 52-55. https://doi.org/10.1080/00228958.2018.1443679
Sadeghi, S. H. (2018). E-learning practice in higher education: A mixed-method comparative analysis. Springer.
Swafford, M. (2018). The relationship between motivation and online self-regulated learning. Journal of Human Sciences and Extension, 6(3), 92-106. https://www.jhseonline.com/article/view/791
Tang, C. M., & Chaw, L. Y. (2016). Digital literacy: A prerequisite for effective learning in a blended learning environment? Electronic Journal of e-Learning, 14(1), 54–65.
Tuamsuk, K., & Subramaniam, M. (2017). The current state and influential factors in the development of digital literacy in Thailand’s higher education. Information and Learning Science, 118(5/6), 235-251. https://doi.org/10.1108/ILS-11-2016-0076
Velez, J. (2008). Instructor communication behaviors and classroom climate: Exploring relationships with student self-efficacy and task value motivation [Doctoral dissertation, School of The Ohio State University]. OhioLINK. https://etd.ohiolink.edu/apexprod/rws_etd/send_file/send?accession=osu1211151901&disposition=inline
Wang, T. H. (2011). Developing Web-based assessment strategies for facilitating junior high school students to perform self-regulated learning in an e-Learning environment. Computers & Education, 57(2), 1801–1812. https://doi.org/10.1016/j.compedu.2011.01.003
Wigfield, A., Rosenzweig, E., & Eccles, J. (2017). Achievement values: Interactions, intervention, and future directions. Dalam A. J. Elliot, C. S. Dweck, & D. S. Yeager (Eds.), Handbook of competence and motivation: Theory and application (hlm. 116-134). The Guilford Press.
World Health Organization. (2020, April 27). Archieved: WHO timeline Covid – 19. https://www.who.int/news-room/detail/27-04-2020-who-timeline---COVID-19
Yang, M., & Kim, J. (2014). Correlation between digital literacy and self-regulated learning skills of learners in university e-Learning environment. Advanced Science and Technology Letters, 71, 80-83. http://dx.doi.org/10.14257/astl.2014.71.19
Zimmerman, B. J., & Schunk, D. H. (2007). Motivation: An essential dimension of self-regulated learning. Dalam D. H. Schunk, & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (hlm. 1-30). Taylor & Francis. https://books.google.co.id/books?id=MDQLfOg0jX0C
Zimmerman, B. J. (2000). Attaining self regulation: A social cognitive perspective. Dalam M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (hlm. 451–502). Academic Press.
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2021-03-14
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Muasyaroh, H., & Royanto, L. R. (2021). Distance learning during COVID-19 pandemic: Role of digital literacy and task value towards self-regulated learning in college students. Jurnal Psikologi Ulayat, 8(2), 247–265. https://doi.org/10.24854/jpu172
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