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PurposeThe paper reports a study that was intended to develop a self-assessment instrument to measure high school students' readiness for pursuing independent online learning.Design/methodology/approachThe instrument was developed through the following steps: (1) developing the draft, (2) checking the instrument's face validity and (3) testing the instrument's validity, reliability and discriminant capacity using PLS analysis.FindingsThe study has developed a tool to self-assess high school students' readiness for independent online learning. The instrument consists of 36 statement items and is statistically proven to have good reliability, construct and indicator validity and a discriminating power.Research limitations/implicationsThe instrument items were designed to fit the context of Indonesian high school students. However, only responses from high school students in rather urban areas were used to test the validity and reliability of the instrument. This could imply that the instrument is only accurate in urban settings.Practical implicationsAs a result of the research, a tool to assess high school students' readiness for independent online learning has been created. To better prepare students for independent online learning endeavors, the school might use the results to enhance areas that need improvement.Originality/valueThe study succeeded in developing a contextualized self-assessment tool for measuring Indonesian students' independent online learning readiness.

Curriculum reforms in Indonesia are now allowing students to become independent learners in the sense that they are central to the teaching and learning process. This change is a new requirement for teachers and school lecturers to support students with educational strategies that allow them to actively participate in the learning process. This is in line with the new curriculum idea for self-study and independent campuses launched by the Ministry of Education, Culture, Sports, Science and Technology to better prepare students to face the challenges of the world of education. Due to this change, Indonesian English teachers are strongly encouraged to overcome the challenges faced by their students and find the best teaching methods to achieve the best learning outcomes. However, teachers and students have different views on the implementation of English language teaching, so the results do not always meet expectations. Thus, this literature review discusses several issues related to English, including English for teaching, English strategies for teachers, independent self-study on campus, and issues of teaching English. Moreover, the main purpose of this article is to acknowledge to the reader that mainly teachers and students need English, because English is important for the development ofeducation in Indonesia.

Mobile learning is undergoing rapid evolution. While early generations of mobile learning tended to propose activities that were carefully crafted by educators and technologists, learners are increasingly motivated by their personal learning needs, including those arising from greater mobility and frequent travel. At the same time, it is often argued that mobile devices are particularly suited to supporting social contacts and collaborative learning - claims that have obvious relevance for language learning. A review of publications reporting mobile-assisted language learning (MALL) was undertaken to discover how far mobile devices are being used to support social contact and collaborative learning. In particular, we were interested in speaking and listening practice and in the possibilities for both synchronous and asynchronous interaction in the context of online and distance learning. We reflect on how mobile language learning has developed to date and suggest directions for the future.

Teachers do not consistently maximize the potential of classroom technologies for enhancing student learning. As their self-efficacy is positively associated with technology integration, developing teachers’ self-efficacy could increase high-quality integration. We investigate how a holistic system of professional learning about technology integration including formal, informal, and independent professional learning might allow for access to and prompt reflection on self-efficacy source information. We interviewed six middle school math and science teachers from two schools where leadership teams participated in a leadership development program aiming to ultimately support teachers’ technology integration. To gather the teachers’ perspectives, we asked them to reflect on and explain visual displays of their reported confidence in technologies and frequency of professional learning. Through core assertions, we suggest a holistic system of learning supports teachers’ access to three sources of self-efficacy information (verbal persuasion, vicarious experiences, and mastery experiences) and prompts teachers’ reflection on source information such that it can impact their self-efficacy. We make recommendations for leaders to operate on these findings, as leaders are responsible for fostering the conditions necessary for teachers’ effective technology integration, as well as recommendations for future research to increase the generalizability and depth of understanding.

During the time of COVID-19 lockdown over spring 2020, universities shifted teaching from on-campus blended learning to an emergency remote fully online approach. The aim of this study was to compare Psychology and Veterinary Science undergraduate students’ academic performance with their responses on a self-reported questionnaire regarding their digital capabilities, individual’s characteristics, and the role of environment on their independent learning process over the first COVID-19 lockdown period. Social-Cognitive Theory was adopted to conceptualise students’ behaviour, individuals’ characteristics, and learning environment with their academic performance to a learning framework. A total of 303 students from both disciplines (133 Psychology and 170 Veterinary Science undergraduate students) participated in this study by completing an online questionnaire after following the teaching shift from blended learning to full remote online approach at a UK University during the 2019–2020 academic year. Differences between students’ responses were identified due to their discipline’s curricular structure, students’ study behaviours (i.e., being exposed to unrelated learning activities), and students’ cognitive effort to think critically in the search, evaluation and managing of digital information. Students with high level of self-regulation and digital capabilities were able to keep focused and engaged during the lockdown. Although universities and teachers were “forced” to shift their teaching approach due to the unfortunate disruption of the COVID-19 pandemic, most students have coped with the changed teaching delivery mode relatively easy with minimum guidance. However, teachers should further consider how digital technologies could enhance students’ learning flexibility promoting critical thinking.

Independent learning in massive open online courses (MOOCs) requires considerable effort from the learners themselves. Blended-learning has been recognised to foster independent learning among undergraduate students. With the popularity of the blended-learning approach to teach in traditional educational settings, little has been mentioned on how cohesive this approach is in fostering self-directed learning and self-regulation among university students. This study hopes to explore undergraduate learners in their distinctive study patterns. The study was conducted to investigate a comparative study between students from two departments; Science and Social Science. The aim was to explore the students’ self-directed and self-regulated learning skills in conventional classrooms and aspects of blended-learning embedded in a MOOC platform in two academic years for undergraduates at a top UK university. This study encompasses two case studies; firstly, a combine blended-learning seminar and a conventional seminar classes and a study undertaken with a student of English as a second language (ESL). The blended-learning students were participants who registered in a conventional university and took an optional module in computer security. The second group of students participated in a core module of logic and verification. The second case study was with a final year undergraduate student in Education Studies. The students studied and engaged with the course content using their initiative and directing their learning approaches.

Despite digital learning disrupting traditional learning concepts and activities in higher education, for the successful integration of digital learning, the use and acceptance of the students are essential. This acceptance depends in turn on students’ characteristics and dispositions, among other factors. In our study, we investigated the influence of digital competences, self-organization, and independent learning abilities on students’ acceptance of digital learning and the influence of their acceptance on the resistance to the change from face-to-face to digital learning. To do so, we surveyed 350 students and analyzed the impact of the different dispositions using ordinary least squares regression analysis. We could confirm a significant positive influence of all the tested dispositions on the acceptance of digital learning. With the results, we can contribute to further investigating the underlying factors that can lead to more positive student perceptions of digital learning and build a foundation for future strategies of implementing digital learning into higher education successfully.

Learner autonomy is a primary learning outcome of Higher Education in many countries. However, empirical evaluation of how student autonomy progresses during undergraduate degrees is limited. We surveyed a total of 636 students' self-perceived autonomy during a period of two academic years using the Autonomous Learning Scale. Our analysis suggests that students do not perceive themselves as being any more autonomous as they progress through University. Given the relativity of self-perception metrics, we suggest that our results evince a \"red queen\" effect. In essence, as course expectations increase with each year, each student's self-perceived autonomy relative to their ideal remains constant; we term this the \"moving goalpost\" hypothesis. This article corroborates pedagogical literature suggesting that providing students with opportunities to act autonomously and develop confidence is key to developing graduates who have the independence that they need in order to be successful in the workplace. (HRK / Abstract übernommen).

All students need to learn independently, yet the fast-changing world, especially with technology, creates many obstacles. In major cities like Hong Kong, where institutions vigorously promote contemporary educational patterns, the problem is more complicated and serious. Given the abundance of technologies, it is vital to understand how Hong Kong university students view independent learning and their expectations for its use in the digital age. The CUHK Independent Learning Centre (ILC) has been operating for over 30 years. Extending the language centre model makes this centre special. The ILC surveyed CUHK students in 2022 to learn about their opinions on autonomous studying and their expectations for help. A follow-up focus group study has been conducted to clarify the results and verify the first analysis by blending qualitative insights with the mostly quantitative findings. The principal objectives of the focus group study are to explore the viewpoints of students and aid ILC in improving its support for student needs. Students who completed the survey were invited to meet ILC hosts in 2023. Students discussed numerous issues with two ILC lecturers. All discussions were taped and transcribed into Word. Thematic analysis of student interview replies was done using QualCoder V3.5. Further content analysis showed that student perspectives fall into four main themes and different sub-themes, with a total of 480 instances recorded. The interpretation demonstrated that students comprehend independent learning, its concept, its practice at CUHK, self-efficacy, technology use, teacher assistance, and future support. Many students appear self-aware and secure in learning. They appear prepared to define independent learning in a digital age and traverse an informationand technologyrich environment. Although survey and focus group results varied on how significant in-person instruction by educators is in autonomous learning, focus group findings generally agree with survey results. In general, the assessment of both findings shows that most CUHK students enjoyed independent study.