TY - JOUR
T1 - Global Pandemic Prevention Continual Learning—Taking Online Learning as an Example
T2 - The Relevance of Self-Regulation, Mind-Unwandered, and Online Learning Ineffectiveness
AU - Yu, Hsien Hua
AU - Hu, Ru Ping
AU - Chen, Mei Lien
N1 - Funding Information:
Funding: This work was financially supported by the “Institute for Research Excellence in Learning Sciences” of National Taiwan Normal University (NTNU) from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan.
Publisher Copyright:
© 2022 by the authors. Licensee MDPI, Basel, Switzerland.
PY - 2022/6/1
Y1 - 2022/6/1
N2 - Since the global COVID-19 pandemic began, online learning has gained increasing im-portance as learners are socially isolated by physical and psychological threats, and have to face the epidemic and take preventive measures to ensure non-stop learning. Based on socially situated cognition theory, this study focused on exploring the relevance of online learning ineffectiveness (OLI) predicted by self-regulated learning (SRL) in different phases of learning (preparation, per-formance, and self-reflection) and its interaction with mind-unwandered during the COVID-19 pandemic. The subjects of the study were senior general high and technical high school students. After completing the online questionnaire, the PLS-SEM method of the structural equation model was used to analyze the data. Results demonstrated that self-regulation in two phases of preparation (i.e., cognitive strategy and emotional adjustment) and performance (i.e., mission strategy and environmental adjustment) in SRL are positively related to mind-unwandered in online learning. Moreover, mind-unwandered in online learning was positively related to the self-reflection phase (i.e., time management and help-seeking) of SRL. Additionally, self-reflection of SRL was negatively related to online learning ineffectiveness. PLS assessments found that the preparation and performance sub-constructs of SRL were negatively related to online learning ineffectiveness mediated by mind-unwandered and self-reflection of SRL. The results suggest that teachers can enhance their students’ self-regulation in online learning, and assist them in being more mind-unwandered in online learning.
AB - Since the global COVID-19 pandemic began, online learning has gained increasing im-portance as learners are socially isolated by physical and psychological threats, and have to face the epidemic and take preventive measures to ensure non-stop learning. Based on socially situated cognition theory, this study focused on exploring the relevance of online learning ineffectiveness (OLI) predicted by self-regulated learning (SRL) in different phases of learning (preparation, per-formance, and self-reflection) and its interaction with mind-unwandered during the COVID-19 pandemic. The subjects of the study were senior general high and technical high school students. After completing the online questionnaire, the PLS-SEM method of the structural equation model was used to analyze the data. Results demonstrated that self-regulation in two phases of preparation (i.e., cognitive strategy and emotional adjustment) and performance (i.e., mission strategy and environmental adjustment) in SRL are positively related to mind-unwandered in online learning. Moreover, mind-unwandered in online learning was positively related to the self-reflection phase (i.e., time management and help-seeking) of SRL. Additionally, self-reflection of SRL was negatively related to online learning ineffectiveness. PLS assessments found that the preparation and performance sub-constructs of SRL were negatively related to online learning ineffectiveness mediated by mind-unwandered and self-reflection of SRL. The results suggest that teachers can enhance their students’ self-regulation in online learning, and assist them in being more mind-unwandered in online learning.
KW - COVID-19
KW - mind-unwandered
KW - online learning
KW - online learning ineffectiveness
KW - self-regulated learning
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U2 - 10.3390/su14116571
DO - 10.3390/su14116571
M3 - Article
AN - SCOPUS:85131545404
VL - 14
JO - Sustainability
JF - Sustainability
SN - 2071-1050
IS - 11
M1 - 6571
ER -