DIGITAL LEARNING THAT BUILDS INDEPENDENT LEARNERS: EXAMINING TECHNOLOGY USE, SELF-REGULATED LEARNING, AND STUDENT ENGAGEMENT

Abstract

This study explored the role of digital technology in supporting independent learning and focused on three research areas related to students, digital technology, and self-regulated learning: digital technology and students' use of it, self-regulated learning and students' use of it, and students' involvement in learning processes in terms of learning, learning approaches, and motivation to learn. The design of the study is quantitative research and cross-sectional survey type giving an exploratory perspective aimed at gaining an understanding about students' experiences in digital learning environments. Proposium for university students selection for this sample was based on the convenience sampling which includes 300 students from various disciplines of universities at different levels. The data were obtained using a structured questionnaire with a 5-point likert scale and then analyzed using descriptive statistic which includes Frequency, Percentages, Mean and Standard deviation. The results indicated that the students used online videos and recorded lectures frequently (63%), and learning management systems frequently (58%). On the other hand, the use of artificial intelligence learning tools was infrequent or irregular by 33% of users. Conversely, 32% of users frequently used artificial intelligence learning tools, while 33% rarely or never did so. The overall mean score for SRL was 3.57 (SD = 0.96), and goal setting had the highest mean (M = 3.71) and concentration the lowest (M = 3.39). The overall mean of student engagement was 3.58 (SD = 0.95). The strongest engagement score was for effort to understand difficult academic concepts (M = 3.73), while maintaining interest had the lowest score (M = 3.42). The results showed that participants' self-regulated learning and engagement was at a moderately positive level. Purposeful use of technology, purposeful learning activities, progress monitoring, and feedback, were identified as important for supporting independent learning, were noted in the study.