FOSTERING AUTONOMY AND ENGAGEMENT IN HIGHER EDUCATION: SELF-REGULATED LEARNING WITH MULTIMEDIA TOOLS

doi:10.56292/SJFSU/vol31_iss3/a41

Authors

Ферганский государственный университет

https://orcid.org/0000-0003-2223-1750

DOI:

https://doi.org/10.56292/SJFSU/vol31_iss3/a41

Keywords:

self-regulated learning, interactive multimedia tools, motivation, autonomy, higher education

Abstract

This study explores the role of interactive multimedia tools (IMTs) in fostering self-regulated learning (SRL) among university students. Drawing on theories of motivation and cognitive engagement, the research highlights how IMTs, such as video lectures, quizzes, and gamified activities, enhance students' autonomy, engagement, and metacognitive strategies. While IMTs effectively promote motivation and active learning, findings suggest they have limitations in fostering deeper self-regulation skills like planning and reflection. The study recommends integrating IMTs with additional instructional scaffolding to maximize their potential and enhance higher education SRL outcomes.

Author Biography

, Ферганский государственный университет

Старший преподаватель кафедры практического английского языка
Ферганский государственный университет

References

Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies and academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1-13.

Dent, A. L., & Koenka, A. C. (2015). The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educational Psychology Review, 27(3), 1-50. doi:10.1007/s10648-015-9320-8

Johnstone, J., & Milne, L. (1995). Scaffolding second language communicative discourse with teacher-controlled multimedia. Foreign Language Annals, 28, 315-329.

Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2017). Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses. Computers & Education, 104, 18-33.

Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.

Mayer, R. E., Plass, J. L., Chun, D. M., & Leutner, D. (1998). Supporting visual and verbal learning preferences in a second-language multimedia learning environment. Journal of Educational Psychology, 90, 25-36.

Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385-407.

Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258-283.

Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). San Diego: Academic Press.

Schunk, D. H., & Zimmerman, B. J. (2012). Motivation and self-regulated learning: Theory, research, and applications.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-72. doi:10.1207/s15430421tip4102_2