Self-Management Strategies in a Student-Driven Learning Environment

Self-Management Strategies in a Student-Driven Learning Environment

Teoh Sian Hoon (Universiti Teknologi MARA, Malaysia), Kor Liew Kee (Universiti Teknologi MARA, Malaysia) and Nur Shaminah Mustafa Kamalu (Universiti Teknologi MARA, Malaysia)
DOI: 10.4018/978-1-5225-5472-1.ch020
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Self-management in learning is vital. An individual's self being is an agent who acts upon his or her environment required for him or her to achieve academically. Blended learning has been extensively propagated as a means for learners to self direct and drive their learning. However, many students in blended learning courses are facing difficulties in managing their learning time. Many studies have highlighted the importance of self-management strategies in blended learning, but studies about how to manage well one's learning time is much required. This chapter reported a quantitative study that was designed explore the above issue. A questionnaire was constructed to obtain information on self-management strategies of learning (planning, monitoring, and evaluation) as well as time management. The target population was distance learning students who were taking a mathematics course conducted in blended learning environment at the Faculty of Education in a public university. A total of 224 students were randomly selected to participate in this study. The finding showed that the three dimensions (planning, monitoring, and evaluating) named as independent variables significantly contributed to the time management. Besides, the highest coefficient of the contributed factor towards time management is evaluating. Hence, evaluation has played a major role in effective time management. On the other hand, planning and monitoring are significantly contributing to evaluating.
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Educators play a major role in guiding students’ learning. High quality instructional design is in fact needed in the guiding process. A well-constructed content is expected in the high quality instruction. Providing complete educational content for students’ learning together with opportunities to facilitate the students to access and communicate are the major tasks that ensure the efficiency of delivering educational outcomes (Byrne, 2012). With the comprehensive contents, students are also expected to assume the responsibility of self management in the blended learning environment. Thus, good learning contents and self-management in blended learning play major roles in the blended leaning process.

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