Investigating Students’ Online Self-Regulated Learning Skills and Their E-Learning Experience in a Prophetic Communication Course
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Prophetic communication (PC) is an Islamic perspective with which to view everyday communication phenomena. While there are currently many negative aspects to the use of social media and the internet, online learning is highly useful for supporting the PC learning process—especially during the COVID-19 pandemic. Before the current pandemic, online learning was typically conducted in a blended manner with face-to-face meetings. However, this shifted during the pandemic, and PC learning was undertaken entirely online. Since the students themselves are one of the success factors of online learning implementation, it is important to examine the students’ self-regulated learning skills in an online PC course throughout the semester. Quantitative and qualitative data were gathered from four classes. Data analyses were also conducted to address the research aim. The findings revealed that, overall, students apply self-regulated online learning skills. However, improvement and facilitation are still needed to enhance evaluation skills. From the qualitative data gathered, we constructed and categorized several themes into positive learning experiences, challenges, online learning strategies, and suggestions with which to improve online class management.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it