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.