The influences of cognitive abilities on self-regulated learning in online learning environment among Chinese university students with learning disabilities

IF 6.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Internet and Higher Education Pub Date : 2024-03-28 DOI:10.1016/j.iheduc.2024.100947
Li-Chih Wang , Kevin Kien-Hoa Chung
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Abstract

Students with learning disabilities meet difficulties in cognitive abilities that are likely to affect their learning, especially online learning. Online learning usually lacks efficient face-to-face monitoring and leads to poor learning outcomes; in this case, students' self-regulated learning in an online environment matter. However, Self-Regulated Learning (SRL) status remains unclear for those with learning disabilities and how their working memory and processing speed affect self-regulated learning. A total of 147 undergraduate students were recruited from three public and four private universities in Taiwan to join this study, and they completed a self-reported questionnaire and several psychological measures. Our results revealed significant differences in SRL features between typically developing Chinese undergraduates and those with learning disabilities in an online environment. Compared to the students with learning disabilities, typically developing students outperformed in metacognitive skills, time management, environmental structuring, and persistence. Help-seeking was comparable between both groups. Working memory significantly contributed to SRL in all students, whereas processing speed only significantly influenced SRL in students with learning disabilities. The findings of this study have important implications for educators, researchers, and instructional designers aiming to optimize online learning experiences and support, especially from the perspective of SRL, for all students, particularly those with learning disabilities.

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认知能力对中国学习障碍大学生在线学习环境中自我调节学习的影响
有学习障碍的学生在认知能力方面会遇到困难,这很可能会影响他们的学习,尤其是在线学习。在线学习通常缺乏高效的面对面监控,导致学习效果不佳;在这种情况下,学生在在线环境中的自我调节学习就显得尤为重要。然而,学习障碍者的自我调节学习(SRL)状况以及他们的工作记忆和处理速度如何影响自我调节学习仍不清楚。本研究从台湾三所公立大学和四所私立大学共招募了147名本科生,他们完成了自我报告问卷和多项心理测量。研究结果表明,在网络环境下,发育正常的中国大学生与有学习障碍的中国大学生在自学能力方面存在明显差异。与学习障碍学生相比,典型发展型学生在元认知技能、时间管理、环境结构和坚持性方面表现突出。两组学生的求助能力相当。工作记忆对所有学生的自学能力都有明显的促进作用,而处理速度只对学习障碍学生的自学能力有明显的影响。这项研究的发现对教育工作者、研究人员和教学设计人员具有重要意义,他们的目标是优化在线学习体验和支持,特别是从自学能力的角度出发,为所有学生,尤其是有学习障碍的学生提供帮助。
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来源期刊
Internet and Higher Education
Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.30
自引率
4.70%
发文量
30
审稿时长
40 days
期刊介绍: The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.
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