Browsing by Author "ALBASTAKI, SARA ABDULHAMID"

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    The Impact of Distance Learning on High School and Higher Education Institutions Students’ Self-Regulated Learning
    (The British University in Dubai (BUiD), 2022-11) ALBASTAKI, SARA ABDULHAMID; Dr Tendai Charles
    The aim of the study is to examine the impact of distance learning on secondary school and higher education institutions students' self-regulated learning by measuring their attitudes and awareness of self-regulated learning before and during distance learning. Furthermore, the study emphasizes measuring teachers’ support to the learners in developing self-regulated learning skills in addition to school leaders' roles in supporting teachers to promote students' self-regulated learning during the COVID-19 Pandemic in the online learning setting. The study is Mixed Method including surveys and open-ended interviews questions. Data was collected from participants including teachers (N= 128), students (N=12), and school leaders (N=5). The quantitative data analysis was demonstrated through the calculation of mean and standard deviation, while the qualitative data analysis was shown through Thematic Analysis. The results from teachers’ quantitative data showed a neutral perception of supporting students' self-regulated learning during distance learning settings. However, findings from learners’ data revealed they face challenges in coping with Resource Management Strategies in online learning setting in which they struggle to apply strategies efficiently; they experience self-regulation, motivational control, support seeking, and their technological skills as main challenges. Moreover, results of the Online Self-regulated Learning survey demonstrated that the learners show efforts to manage their online learning process in terms of goal setting, environment structuring, task strategies, time management, help-seeking and self-evaluation. As for the schools' leaders, the findings of the interview questions showed a positive level of knowledge in supporting teachers to foster students' online self-regulated learning during distance setting.