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    Research Introduction Updated

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    Joan Babiera
    The document discusses the dimensions of self-regulated learning in modular instruction during the COVID-19 pandemic in the Philippines. It notes that modular learning became popular due to a lack of educational materials, but parents saw inconsistencies in modular classes. Researchers want to understand how adopting modular classes influences students' self-efficacy and behaviors, examine challenges to developing self-regulated learning skills, and identify coping strategies to improve instruction. Educators need to understand self-regulated learning theories to help students thrive and address interventions to improve the remote learning experience through strategies, communication, and social support.

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    Research Introduction Updated

    Uploaded by

    Joan Babiera
    16 views2 pages
    The document discusses the dimensions of self-regulated learning in modular instruction during the COVID-19 pandemic in the Philippines. It notes that modular learning became popular due to a lack of educational materials, but parents saw inconsistencies in modular classes. Researchers want to understand how adopting modular classes influences students' self-efficacy and behaviors, examine challenges to developing self-regulated learning skills, and identify coping strategies to improve instruction. Educators need to understand self-regulated learning theories to help students thrive and address interventions to improve the remote learning experience through strategies, communication, and social support.

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    RESEARCH ABOUT ARCHITECTURE

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    Research Introduction Updated

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    The document discusses the dimensions of self-regulated learning in modular instruction during the COVID-19 pandemic in the Philippines. It notes that modular learning became popular due to a lack of educational materials, but parents saw inconsistencies in modular classes. Researchers want to understand how adopting modular classes influences students' self-efficacy and behaviors, examine challenges to developing self-regulated learning skills, and identify coping strategies to improve instruction. Educators need to understand self-regulated learning theories to help students thrive and address interventions to improve the remote learning experience through strategies, communication, and social support.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    16 views2 pages

    Research Introduction Updated

    Uploaded by

    Joan Babiera
    The document discusses the dimensions of self-regulated learning in modular instruction during the COVID-19 pandemic in the Philippines. It notes that modular learning became popular due to a lack of educational materials, but parents saw inconsistencies in modular classes. Researchers want to understand how adopting modular classes influences students' self-efficacy and behaviors, examine challenges to developing self-regulated learning skills, and identify coping strategies to improve instruction. Educators need to understand self-regulated learning theories to help students thrive and address interventions to improve the remote learning experience through strategies, communication, and social support.

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    DIMENSIONS OF SELF-REGULATED LEARNING IN MODULAR INSTRUCTION

    DURING COVID-19 PANDEMIC

    INTRODUCTION
    The corona virus pandemic in the Philippines has pushed millions of students and
    teachers to adapt to learning in modular instructional sessions, which has caused a lot of
    uncertainty and concern among students, parents, and teachers. Modular learning has become
    popular due to a scarcity of high-quality educational materials. Of all the many remote learning
    alternatives available by the Department of Education, modular learning was the most accessible
    learning modalities (DepEd). The modules, according to Education Secretary Leonor Briones,
    are the "backbone" of distance learning. However, parents instantly saw various variances in
    modular instructional classes, as well as several faults, in the first few days of the school year
    2020-2021, making them concerned about the quality of education their children were receiving.
    This has resulted in a new learning crisis, exacerbating the COVID-19 pandemic's effects.
    According to Liza Marie Campoamar Olegario, an education psychologist contacted by
    Inquirer.net, the Philippines was never truly equipped for an emergency remote learning
    situation. She also mentioned that Filipinos are locked in traditional learning, which is one of the
    numerous flaws discovered by the researchers, making the abrupt move to remote learning a
    negative experience not just for students but also for the thousands of underpaid educators in the
    Philippines.
    The researchers want to know (1) how the adoption of modular classes influences students'
    personal learning efficacy processes and how their behavior changes as a result of the change in
    learning environment caused by needing to learn the lessons at home. This study will present
    several situations for the (2) gap, which will present fascinating difficulties for the student's
    limitations in the acquisition of key abilities in self-regulated learning. This also traces the order
    of (3) how students discover their coping strategies for distance learning and how this may
    contribute to improve instructional procedures. This will also assist educators in determining (4)
    what teachers should know about the various types of self-regulated learning interventions, as
    well as (5) how educators can use these learning interventions to create better modular
    instructions to support learners' self-regulated educational process.
    Educators need to understand the theories and models of self-regulated learning in order to figure
    out why some students thrive while others struggle. Interventions can also be addressed for a
    better modular remote learning experience for the learners. Coming up with learning strategies
    and establishing effective and efficient communication system can help learners and parents to
    have a dynamic relationship within their educators thus forming a better academic environment
    for them in a remote setting. Providing understanding and social support in a collaborative
    manner within a student and educator level will attribute better behavioral patterns and motivate
    students to do challenging tasks.
    References in writing intro:
     Cerezo, R., Bogarin, A., Esteban, M., & Romero, C., (2020, January) Process mining of
    self-regulated learning assessment in e-learning, Journal of Computing in Higher
    Education 32 (1) 74-88, 2020
    Link.springer.com

     Rowe, F.A and Rafferty, Jennifer. A., (2013) Instructional design interventions for
    supporting self-regulated learning: enhancing academic outcomes in postsecondary e-
    learning environments, Journal of Online Learning and Teaching 9 (4) 590-601, 2013

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