Email this article 
(Mathematics Education Program, STKIP Kusuma Negara, DKI Jakarta 13770, Indonesia)(2) * Audi Yundayani
(English Education Program, STKIP Kusuma Negara, DKI Jakarta 13770, Indonesia)*corresponding author
AbstractDuring the pandemic, education faces the problem of learning loss, however online academic activities can assist. This research addresses cognitive and affective online-academic engagement. This quantitative research of 208 students at private universities in Jakarta uses an observational technique and an explanatory design. This study analyzes the measurement and structural model of the relationship between factors from the emotional intelligence aspects and self-regulated learning in the flipped classroom context. The research findings indicate that students' cognitive and affective engagement is on track, as determined by their task persistence which can be established through effort and performance evaluation when completing the assignment. Effort and evaluation begin with self-awareness as a foundation for orientation and commitment. This study paves the way for further investigation of other findings that indicate the need to allocate and optimize time during pre-class activities while educating and encouraging students' persistence. Without tremendous effort and evaluation on the part of students, time on task for work can result in low-quality performance. These findings could drive teachers to construct engaging lesson plans by incorporating emotional intelligence and self-regulated learning prior class.
Keywordsacademic activities; affective engagement; cognitive engagement; learning loss
|
DOIhttps://doi.org/10.31763/ijele.v4i3.692 |
Article metrics10.31763/ijele.v4i3.692 Abstract views : 1487 | PDF views : 352 |
Cite |
Full Text Download
|
References
[1] A. Vongalis-Macrow, D. De Souza, C. Littleton, and A. Sekhar, “COVID-19 emergency education policy and learning loss: A comparative study,” COVID-19 Educ. Learn. Teach. a pandemic-constrained Environ., pp. 3–26, 2021, research.torrens.edu.au/en/publications/covid-19-emergency-education-policy-and-learning-loss-a-comparati-2
[2] F. Simal, D. Mahulauw, M. Leasa, and J. R. Batlolona, “Self Awareness and Mitigation of Learning Loss on Students’ Science Learning Outcomes During the Covid 19 Pandemic,” Jurnal Penelitian Pendidikan IPA, vol. 8, no. 1, pp. 239–246, 2022, doi: 10.29303/jppipa.v8i1.1172.
[3] R. Donnelly and H. A. Patrinos, “Learning loss during Covid-19: An early systematic review,” Prospects, vol. 51, pp. 601-609, 2022, doi: 10.1007/s11125-021-09582-6.
[4] G. Orlov et al., “Learning during the COVID-19 pandemic: It is not who you teach, but how you teach,” Economics Letters, vol. 202, p. 109812, 2021, doi: 10.1016/j.econlet.2021.109812.
[5] T. Gonzalez et al., “Influence of COVID-19 confinement on students’ performance in higher education,” PLoS One, vol. 15, no. 10, p. e0239490, 2020, doi: 10.1371/journal.pone.0239490.
[6] M. Shin and K. Hickey, “Needs a little TLC: examining college students’ emergency remote teaching and learning experiences during COVID-19,” J. Furth. High. Educ., vol. 45, no. 7, pp. 973–986, 2021, doi: 10.1080/0309877X.2020.1847261.
[7] S. S. Kulkarni and P. Chima, “Challenges faced by UK university students due to the Coronavirus crisis in the Higher Education,” 2021, doi: 10.20944/preprints202102.0192.v1.
[8] F. Alghadari, A. Yundayani, and M. Genç, “Learning Habits Shaping Mathematical Literacy: Lens Through the Chronology of Time and Cognitive Processes,” IndoMath Indones. Math. Educ., vol. 5, no. 1, pp. 42–54, 2022, doi: 10.30738/indomath.v5i1.14.
[9] M. Junaedi, N. Nasikhin, and S. Hasanah, “Issues in the Implementing of Online Learning in Islamic Higher Education During the Covid-19 Pandemic,” Ta’dib, vol. 25, no. 1, p. 33, 2022, doi: 10.31958/jt.v25i1.5365
[10] H. Vaghjee and G. Vaghjee, “Covid-19 and student engagement: Perspectives of educators to abridge learning loss and engage students in the new normal learning setting,” Academic Voices , Eds. Elsevier, pp. 59–70, 2022, doi: 10.1016/B978-0-323-91185-6.00018-5
[11] K. A. Walker and K. E. Koralesky, “Student and instructor perceptions of engagement after the rapid online transition of teaching due to COVID‐19,” Nat. Sci. Educ., vol. 50, no. 1, p. e20038, 2021, doi: 10.1002/nse2.20038
[12] T. Ober, Y. Cheng, M. Carter, and C. Liu, “Disruptiveness of COVID-19: Differences in Course Engagement, Self-appraisal, and Learning,” PsyArXiv, 2021, doi: 10.31234/osf.io/b2pxd
[13] M. Yoon, J. Hill, and D. Kim, “Designing supports for promoting self-regulated learning in the flipped classroom,” J. Comput. High. Educ., vol. 33, no. 2, pp. 398–418, 2021, doi: 10.1007/s12528-021-09269-z.
[14] Z. Sun, K. Xie, and L. H. Anderman, “The role of self-regulated learning in students’ success in flipped undergraduate math courses,” The internet High. Educ., vol. 36, pp. 41–53, 2018, doi: 10.1016/j.iheduc.2017.09.003.
[15] L. Hyppönen, L. Hirsto, and E. Sointu, “Perspectives on University Students’ SelfRegulated Learning, Task-Avoidance, Time Management and Achievement in a Flipped Classroom Context,” Int. J. Learn. Teach. Educ. Res., vol. 18, no. 13, pp. 87–106, 2019, doi: 10.26803/ijlter.18.13.5
[16] C. Truta, L. Parv, and I. Topala, “Academic Engagement and Intention to Drop Out: Levers for Sustainability in Higher Education,” Sustainability, vol. 10, no. 12, p. 4637, 2018, doi: 10.3390/su10124637
[17] A. L. Reschly, A. J. Pohl, and S. Christenson, “Student Engagement,” Cham: Springer International Publishing, 2020, doi: 10.1007/978-3-030-37285-9
[18] S. Nakamura, L. Phung, and H. Reinders, “The effect of learner choice on L2 task engagement,” Stud. Second Lang. Acquis., vol. 43, no. 2, pp. 428–441, 2021, doi: 10.1017/S027226312000042X
[19] J. S. Parker and B. Wilkins, “Self-determination and student engagement among three black high school males,” J. African Am. Males Educ., vol. 9, no. 2, pp. 45–72, 2018. https://jaamejournal.scholasticahq.com/article/18106
[20] K. Colthorpe, J. Ogiji, L. Ainscough, K. Zimbardi, and S. Anderson, “Effect of metacognitive prompts on undergraduate pharmacy students’ self-regulated learning behavior,” Am. J. Pharm. Educ., vol. 83, no. 4, p. 6646, 2019, doi: 10.5688/ajpe6646
[21] S. E. Atmojo, T. Muhtarom, and B. D. Lukitoaji, “The level of self-regulated learning and self-awareness in science learning in the covid-19 pandemic era,” J. Pendidik. IPA Indones., vol. 9, no. 4, pp. 512–520, 2020, doi: 10.15294/jpii.v9i4.25544
[22] N. Adams, T. D. Little, and R. M. Ryan, “Self-Determination Theory,” in Development of Self-Determination Through the Life-Course , Springer Netherlands, pp. 47–54, 2017 doi: 10.1007/978-94-024-1042-6_4
[23] M. Cervin-Ellqvist, D. Larsson, T. Adawi, C. Stöhr, and R. Negretti, “Metacognitive illusion or self-regulated learning? Assessing engineering students’ learning strategies against the backdrop of recent advances in cognitive science,” High. Educ., vol. 82, no. 3, pp. 477–498, 2021, doi: 10.1007/s10734-020-00635-x
[24] F. G. K. Yılmaz and R. Yılmaz, “Exploring the role of sociability, sense of community and course satisfaction on students’ engagement in flipped classroom supported by facebook groups,” J. Comput. Educ., pp. 1–28, 2022, doi: 10.1007/s40692-022-00226-y
[25] Y.-M. Huang, L. M. Silitonga, and T.-T. Wu, “Applying a business simulation game in a flipped classroom to enhance engagement, learning achievement, and higher-order thinking skills,” Comput. Educ., vol. 183, p. 104494, 2022, doi: 10.1016/j.compedu.2022.104494
[26] Y. Tang and K. F. Hew, “Effects of using mobile instant messaging on student behavioral, emotional, and cognitive engagement: a quasi-experimental study,” Int. J. Educ. Technol. High. Educ., vol. 19, no. 1, pp. 1–22, 2022, doi: 10.1186/s41239-021-00306-6
[27] C. Jia, K. F. Hew, S. Bai, and W. Huang, “Adaptation of a conventional flipped course to an online flipped format during the Covid-19 pandemic: Student learning performance and engagement,” J. Res. Technol. Educ., vol. 54, no. 2, pp. 281–301, 2020, doi: 10.1186/s41239-021-00306-6
[28] S. Qiao, S. S. Yeung, X. Shen, and S. K. W. Chu, “The effects of a gamified morphological awareness intervention on students’ cognitive, motivational and affective outcomes,” Br. J. Educ. Technol., 2022, doi: 10.1111/bjet.13178
[29] Z. Li and J. Li, “Using the Flipped Classroom to Promote Learner Engagement for the Sustainable Development of Language Skills: A Mixed-Methods Study,” Sustainability, vol. 14, no. 10, p. 5983, 2022, doi: 10.3390/su14105983
[30] E. A. Florence and T. Kolski, “Investigating the Flipped Classroom Model in a High School Writing Course: Action Research to Impact Student Writing Achievement and Engagement,” TechTrends, vol. 65, no. 6, pp. 1042–1052, 2021, doi: 10.1007/s11528-021-00662-0
[31] F. H. Wang, “On prediction of online behaviors and achievement using self-regulated learning awareness in flipped classrooms,” Int. J. Inf. Educ. Technol., vol. 9, no. 12, pp. 874–879, 2019, doi: 10.18178/ijiet.2019.9.12.1320
[32] J. Iqbal, M. Z. Asghar, M. A. Ashraf, and X. Yi, “The Impacts of Emotional Intelligence on Students’ Study Habits in Blended Learning Environments: The Mediating Role of Cognitive Engagement during COVID-19,” Behav. Sci. (Basel)., vol. 12, no. 1, p. 14, 2022, doi: 10.3390/bs12010014
[33] D. O. Jackson and S. Park, “Self-regulation and personality among L2 writers: Integrating trait, state, and learner perspectives,” J. Second Lang. Writ., vol. 49, p. 100731, 2020, doi: 10.1016/j.jslw.2020.100731
[34] R. Chacón-Cuberos, E. M. Olmedo-Moreno, A. J. Lara-Sánchez, F. Zurita-Ortega, and M. Castro-Sánchez, “Basic psychological needs, emotional regulation and academic stress in university students: a structural model according to branch of knowledge,” Stud. High. Educ., vol. 46, no. 7, pp. 1421–1435, 2021, doi: 10.1108/JME-12-2017-0072
[35] S. Luciano-Wong and D. Crowe, “Persistence and engagement among first-year Hispanic students,” J. Multicult. Educ., vol. 13, no. 2, pp. 169–183, 2019, doi: 10.1108/JME-12-2017-0072
[36] C. E. Dumdumaya, M. P. Banawan, and M. M. T. Rodrigo, “Identifying Students’ Persistence Profiles in Problem Solving Task,” in Adjunct Publication of the 26th Conference on User Modeling, Adaptation and Personalization, pp. 281–286, 2018 doi: 10.1145/3213586.3225237
[37] P. S. Muljana, C. S. Dabas, and T. Luo, “Examining the relationships among self-regulated learning, homework timeliness, and course achievement: a context of female students learning quantitative topics,” J. Res. Technol. Educ., pp. 1–20, 2021, doi: 10.1080/15391523.2021.1936703
[38] A. Sutton, “Measuring the effects of self-awareness: Construction of the Self-Awareness Outcomes Questionnaire,” Eur. J. Psychol., vol. 12, no. 4, pp. 645–658, 2016, doi: 10.5964/ejop.v12i4.1178
[39] S. Olton-Weber, R. Hess, and J. A. Ritchotte, “Reducing Levels of Perfectionism in Gifted and Talented Youth Through a Mindfulness Intervention,” Gift. Child Q., vol. 64, no. 4, pp. 319–330, 2020, doi: 10.1177/0016986220953392
[40] T. Shafaat, T. M. Qureshi, S. T. Hajazi, A. Khan, and H. R. Azeemi, “Identification in organization: Role of individuals self-concept orientation and identification motives,” African J. Bus. Manag., vol. 7, no. 15, pp. 1258–1267, 2013, doi: 10.5897/AJBM11.211
[41] N. Malhotra, N. Ashill, C. R. Lages, and A. Homayounfard, “Understanding the role of frontline employee felt obligation in services,” Serv. Ind. J., vol. 42, pp. 843–871, 2020, doi : 10.1080/02642069.2020.1858062
[42] Y. Zhu and S. Akhtar, “Leader trait learning goal orientation and employee voice behavior: the mediating role of managerial openness and the moderating role of felt obligation,” Int. J. Hum. Resour. Manag., vol. 30, no. 20, pp. 2876–2900, 2019, doi: 10.1080/09585192.2017.1335338
[43] R. J. Collie, A. J. Holliman, and A. J. Martin, “Adaptability, engagement and academic achievement at university,” Educ. Psychol., vol. 37, no. 5, pp. 632–647, 2017, doi: 10.1080/01443410.2016.1231296
[44] L. Min and H. K. Foon, “Self-Regulated Learning Process in MOOCs,” in Proceedings of the 2019 4th International Conference on Distance Education and Learning, pp. 99–105, 2019, doi: 10.1145/3338147.3338161
[45] J. F. Hair Jr, G. T. M. Hult, C. M. Ringle, and M. Sarstedt, “partial least squares structural equation modeling (PLS-SEM) Using R, ”Sage publications, 2021, doi: 10.1007/978-3-030-80519-7
[46] L. R. Halverson and C. R. Graham, “Learner engagement in blended learning environments: A conceptual framework.,” Online Learn., vol. 23, no. 2, pp. 145–178, 2019, doi: 10.24059/olj.v23i2.1481
[47] E. Hong, E. Mason, Y. Peng, and N. Lee, “Effects of homework motivation and worry anxiety on homework achievement in mathematics and English,” Educ. Res. Eval., vol. 21, no. 7–8, pp. 491–514, 2015, doi: 10.1080/13803611.2015.1131721
[48] M. T. H. Chi et al., “Translating the ICAP Theory of Cognitive Engagement Into Practice,” Cogn. Sci., vol. 42, no. 6, pp. 1777–1832, 2018, doi: 10.1111/cogs.12626
[49] I. Poort, E. Jansen, and A. Hofman, “Does the group matter? Effects of trust, cultural diversity, and group formation on engagement in group work in higher education,” High. Educ. Res. Dev., vol. 41, no. 2, pp. 511–526, 2022, doi: 10.1080/07294360.2020.1839024
[50] J. Lee, T. Park, and R. O. Davis, “What affects learner engagement in flipped learning and what predicts its outcomes?,” Br. J. Educ. Technol., vol. 53, no. 2, pp. 211–228, 2022, 10.1111/bjet.12717
[51] K. Vasalampi, J. Muotka, L.-E. Malmberg, K. Aunola, and M.-K. Lerkkanen, “Intra-individual dynamics of lesson-specific engagement: Lagged and cross-lagged effects from one lesson to the next,” Br. J. Educ. Psychol., vol. 91, no. 3, p. e12404, 2021, doi: 10.1111/bjep.12404
[52] K. Deater-Deckard, M. Chang, and M. E. Evans, “Engagement States and Learning from Educational Games,” New Dir. Child Adolesc. Dev., vol. 2013, no. 139, pp. 21–30, 2013, doi: 10.1002/cad.20028
[53] S. Li and S. P. Lajoie, “Cognitive engagement in self-regulated learning: an integrative model,” Eur. J. Psychol. Educ., vol. 37, pp. 833–852, 2022, doi: 10.1007/s10212-021-00565-x
[54] J. W. Vollet and T. A. Kindermann, “Promoting persistence: Peer group influences on students’ re-engagement following academic problems and setbacks,” Int. J. Behav. Dev., vol. 44, no. 4, pp. 354–364, 2020, doi: 10.1177/0165025419880614
[55] N. J. Hamilton, B. C. Heddy, J. A. Goldman, and J. B. Chancey, “Transforming the Online Learning Experience,” Teach. Psychol., p. 00986283211048939, 2021, doi: 10.1177/00986283211048939
[56] I. Dubovi, “Cognitive and emotional engagement while learning with VR: The perspective of multimodal methodology,” Comput. Educ., vol. 183, p. 104495, 2022, doi: 10.1016/j.compedu.2022.104495
[57] M. Demir and I. Souldatos, “Exploring Students’ Online Homework Completion Behaviors.,” Int. J. Technol. Math. Educ., vol. 27, no. 3, pp. 167–178, 2020, eric.ed.gov/?id=EJ1270336
[58] R. Maguire, A. Egan, P. Hyland, and P. Maguire, “Engaging students emotionally: the role of emotional intelligence in predicting cognitive and affective engagement in higher education,” High. Educ. Res. Dev., vol. 36, no. 2, pp. 343–357, 2017, doi: 10.1080/07294360.2016.1185396
[59] Y. Liu, L. Deng, L. Lin, and X. Gu, “Patterns of triggers for on-task and off-task behaviors: university students in independent study,” Interact. Learn. Environ., pp. 1–17, 2021, doi: 10.1080/10494820.2021.1905003
[60] R. Kay, D. Benzimra, and J. Li, “Exploring Factors That Influence Technology-Based Distractions in Bring Your Own Device Classrooms,” J. Educ. Comput. Res., vol. 55, no. 7, pp. 974–995, 2017, doi: 10.1177/0735633117690004
[61] V. Beserra, M. Nussbaum, and M. Oteo, “On-Task and Off-Task Behavior in the Classroom: A Study on Mathematics Learning With Educational Video Games,” J. Educ. Comput. Res., vol. 56, no. 8, pp. 1361–1383, 2017, doi: 10.1177/0735633117744346
[62] A. Prat and W. J. Code, “WeBWorK log files as a rich source of data on student homework behaviours,” Int. J. Math. Educ. Sci. Technol., vol. 52, no. 10, pp. 1540–1556, 2021, doi: 10.1080/0020739X.2020.1782492
[63] K. Kalebić Jakupčević, Z. Vučković, and I. Reić Ercegovac, “Learning strategies in primary school-age students: The contribution of personality traits and goal orientations,” Metod. Ogl. časopis za Filoz. Odgoj., vol. 28, no. 1, pp. 115–140, 2021, doi: 10.21464/mo.28.1.8
[64] M. J. Dickinson and D. A. G. Dickinson, “Practically perfect in every way: can reframing perfectionism for high-achieving undergraduates impact academic resilience?,” Stud. High. Educ., vol. 40, no. 10, pp. 1889–1903, 2015, doi: 10.1080/03075079.2014.912625
[65] H. El Mrabet and A. Ait Moussa, “IoT-school guidance: A holistic approach to vocational self-awareness & career path,” Educ. Inf. Technol., vol. 26, no. 5, pp. 5439–5456, 2021, doi: 10.1007/s10639-021-10548-6
[66] G. Sharma, J. Kim, and J. Bryan, “The Effects of Purpose Orientations on Recent High School Graduates’ College Application Decisions.,” J. Coll. Access, vol. 3, no. 2, pp. 98–117, 2017, scholarworks.wmich.edu/jca/vol3/iss2/8/
[67] P. C. Ferreira, A. M. V. Simão, and A. L. da Silva, “Does training in how to regulate one’s learning affect how students report self-regulated learning in diary tasks?,” Metacognition Learn., vol. 10, no. 2, pp. 199–230, 2015, doi: 10.1007/s11409-014-9121-3
[68] D. S. Ridley, “Reflective Self-Awareness,” J. Exp. Educ., vol. 60, no. 1, pp. 31–48, 1991, doi: 10.1080/00220973.1991.10806578
[69] E. I. Eliasa, “Increasing Values of Teamwork and Responsibility of the Students through Games: Integrating Education Character in Lectures,” Procedia - Soc. Behav. Sci., vol. 123, pp. 196–203, 2014, doi: 10.1016/j.sbspro.2014.01.1415
[70] T. Lew, “The relationships between perceived organizational support, felt obligation, affective organizational commitment and turnover intention of academics working with private higher educational institutions in Malaysia,” Eur. J. Soc. Sci., vol. 9, no. 1, pp. 72–87, 2009. hdl.handle.net/20.500.11937/46030
[71] I. Piñeiro, I. Estévez, C. Freire, A. de Caso, A. Souto, and M. González-Sanmamed, “The Role of Prior Achievement as an Antecedent to Student Homework Engagement,” Front. Psychol., vol. 10, no. 4, pp. 257–267, 2019, doi: 10.3389/fpsyg.2019.00140
[72] A. Milsom and J. Coughlin, “Satisfaction With College Major: A Grounded Theory Study,” NACADA J., vol. 35, no. 2, pp. 5–14, 2015, doi: 10.12930/NACADA-14-026
[73] M. Finlayson, “Addressing math anxiety in the classroom,” Improv. Sch., vol. 17, no. 1, pp. 99–115, 2014, doi: 10.1177/1365480214521457
[74] F. H. Mohsin, H. M. Salleh, K. Ishak, and N. M. Isa, “Organisational Commitment and Intention to Stay: The Roles of Felt Obligation,” Asian J. Behav. Sci., vol. 3, no. 1, pp. 40–53, 2021, myjms.mohe.gov.my/index.php/ajbs/article/view/12509
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Fiki Alghadari, Audi Yundayani
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
International Journal of Education and Learning
ISSN 2684-9240
Published by Association for Scientific Computing Electronics and Engineering (ASCEE)
W : http://pubs2.ascee.org/index.php/ijele
E : zalik@ascee.org
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.