An Investigation into Self-Regulated Learning in a Virtual Classroom: A Higher Education Perspective

1
Mensah, E.A
Mensah, E.A
2
Mensah
Mensah
3
E.A
E.A
4
Sachi
Sachi
5
P.J
P.J
6
Greene
Greene
7
R.A
R.A
8
Loglo
Loglo
9
F.S
F.S
10
Donkor
Donkor
11
D.O
D.O
12
Bempah
Bempah

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GJHSS Volume 21 Issue G9

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In the wake of the global pandemic and restrictions on human-to-human contacts, higher education institutions have turned to e-learning as a solution to keep teaching and learning going. Indeed, aside from allowing the continuation of education during situations like that, the other argument supporting e-learning is because of its social constructivist pedagogy and effective self-regulated learning. However, the claim of self-regulated learning in the context of e-learning has not empirically been validated. Thus, based on responses from 116 individuals, using a mixed-method approach, we sought to evaluate the effect of the use of the Learning Management System on students’ self-regulated learning. Our findings indicate that despite the advantages of convenience and access to materials provided, the system did not appear to regulate students learning with significant challenges of unreliable internet connectivity, lack of key functionalities and features ultimately impeding optimal use. The study discusses these findings and draws implications for theory and practice.

Funding

No external funding was declared for this work.

Conflict of Interest

The authors declare no conflict of interest.

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No ethics committee approval was required for this article type.

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Not applicable for this article.

Mensah, E.A. 2021. \u201cAn Investigation into Self-Regulated Learning in a Virtual Classroom: A Higher Education Perspective\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 21 (GJHSS Volume 21 Issue G9): .

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Alt: Innovative virtual classroom with digital tools for higher education research and learning.
Issue Cover
GJHSS Volume 21 Issue G9
Pg. 25- 37
Journal Specifications

Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

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GJHSS-G Classification: FOR Code: 130309
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v1.2

Issue date

July 27, 2021

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English

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In the wake of the global pandemic and restrictions on human-to-human contacts, higher education institutions have turned to e-learning as a solution to keep teaching and learning going. Indeed, aside from allowing the continuation of education during situations like that, the other argument supporting e-learning is because of its social constructivist pedagogy and effective self-regulated learning. However, the claim of self-regulated learning in the context of e-learning has not empirically been validated. Thus, based on responses from 116 individuals, using a mixed-method approach, we sought to evaluate the effect of the use of the Learning Management System on students’ self-regulated learning. Our findings indicate that despite the advantages of convenience and access to materials provided, the system did not appear to regulate students learning with significant challenges of unreliable internet connectivity, lack of key functionalities and features ultimately impeding optimal use. The study discusses these findings and draws implications for theory and practice.

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An Investigation into Self-Regulated Learning in a Virtual Classroom: A Higher Education Perspective

Mensah
Mensah
E.A
E.A
Sachi
Sachi
P.J
P.J
Greene
Greene
R.A
R.A
Loglo
Loglo
F.S
F.S
Donkor
Donkor
D.O
D.O
Bempah
Bempah
S
S

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