Self-Regulated Learning Strategies On Online Learning: A Survey Study
Abstract
This survey study aims to identify undergraduate students’ self-regulated
learning on online learning in a thesis proposal writing coursework during
COVID-19 pandemic. 97 students enrolling in Thesis Proposal Writing
coursework agreed to participate in this survey. This study is a survey study using
a questionnaire adopted from Barnard-Brak et al., (2010) Online Self-Regulated
Learning Questionnaire (OSLQ). The questionnaire consists of 24 items. The
findings reveal that the profile of undergraduate students enrolling in thesis
proposal writing coursework’s online self-regulated learning strategies from
highest to lowest are: environment structuring (M=4.21, SD=.913), help seeking
(M=3.85, SD=.959), self-evaluation (M=3.78, SD=.888), goal setting (M=3.65,
SD=.914), time management (M=3.60, SD=.931), and task strategies (M=3.43,
SD=.981). Environment structuring got the highest average score which indicates
that undergraduate students of English Education have the ability to choose and
arrange places during online learning to avoid too many distractions so that the
learning they are doing can run optimally. However, the ability of self-regulated
learning strategies in the task strategy domain got the lowest average score. It
shows that the ability in task strategies possessed by undergraduate students
majoring in English education is still lacking. For further research, the researcher
recommends further investigation on the relationship between undergraduate
thesis writing process and the ability of their self-regulated online learning
strategies. Future research should also examine the cognitive factors of
undergraduate students, which may be related to students' self-regulated online
learning strategies.