Self-Regulated Learning of College Students toward ICT

Abstract

This qualitative case study investigates the self-regulated learning (SRL) perceptions of university students who are encountering technology-based learning for the first time in their academic careers. Focusing on their experiences within a university-level computer technology course, this research addresses a gap in understanding how individuals with no prior exposure to technology-infused education approach and manage their learning in such environments. Semi-structured interviews were conducted with three students to deeply explore their SRL perceptions. The findings reveal that students demonstrate self-regulation consistent with the tripartite model of SRL. During the forethought stage, participants actively engaged in planning, cultivated an optimistic outlook, and activated their motivation. In the performance stage, they sustained and enhanced their motivation through the application of appropriate learning strategies, exhibiting enthusiasm for learning and employing problem-solving skills to navigate challenges. Finally, in the self-reflection stage, students critically evaluated their learning experiences and engaged in reflective activities. These results provide valuable insights into how students, particularly those with limited prior technological experience and knowledge, effectively self-regulate their learning in computer-based educational settings.