Digital diaries supporting self-regulated learning during in-person and online transitions

Abstract

The transition between online and in-person learning has become a recurring challenge in contemporary education, highlighting the need for effective strategies to support students' self-regulated learning (SRL) during these shifts. This study examines the impact of digital diaries on undergraduate students' perceived SRL skills during a critical transition from in-person to online learning. Using a quasi-experimental design, the study compares SRL skills over an 18-week technology integration course, with one group utilizing digital diaries and a control group that did not. The findings reveal that students using digital diaries experienced significant improvements in their SRL skills, particularly in goal setting, environment structuring, help-seeking, and self-evaluation, during the transition to online learning. These enhancements persisted even after returning to in-person learning. In contrast, the control group showed more modest improvements, with SRL skills remaining stable in online settings and only increasing significantly during in-person instruction. This research underscores the potential of digital diaries as a targeted intervention to enhance SRL, particularly in online learning environments, offering educators actionable insights to better support student adaptation during these educational transitions.