TEM Journal. Volume 8, Issue 2, Pages 662-669, ISSN 2217-8309, DOI: 10.18421/TEM82-47, May 2019.

Fostering Students’ Self-Regulated

Learning Through using a Learning
Management System to Enhance Academic
Outcomes at the University of Bisha
Sani Alkhasawnh 1, Mohammed Ayid M Alqahtani 2
1
2
Department of Training, Deanship of e- learning , University of Bisha, Bisha 61922, Saudi Arabia
Department of Educational technology , College of education, University of Bisha, Bisha 61922, Saudi Arabia

Abstract – This research was designed to investigate 1. Introduction

the effects of using online undergraduate courses,
based on Self-Regulated Learning (SRL) strategies, in In the past decade, many educational organizations
order to enhance students’ self-regulation and have applied various kinds of technologies within
academic outcomes at the University of Bisha in Saudi their educational environments, in order to enhance
Arabia. A quasi-experimental design was applied in teaching and learning processes. In these times, these
this study. Sampling consisted of 70 female students
organizations compete in terms of the quality of
from the Educational Faculty at the University of
Bisha. Two types of online courses were used to teach
technology they provide to their users. Many
the same concept. A group of students was taught educational organizations implement a version of a
online course supported on SRL strategies and the Learning Management System (LMS), in order to
other group by using an online course not supported on meet individual and organizational needs, which is
SRL strategies. The result of independent samples t- one example of the application of effective advanced
test and one-way analysis of covariance (ANCOVA) learning technology [24].
showed that the online course supported on SRL LMS can be integrated into different forms of
strategies has a significant effect on students’ self- students’ learning activities in order to support the
regulation and academic outcomes. learning. LMS is a computer program designed to
Keywords – Learning Management System (LMS), help and manage the students in the educational
Self-Regulated Learning (SRL), Students’ Academic process [22]. It has been described as an e-learning
Outcome. platform, one of the most important and unique tools
used in web-based distance education [7]. This type
of program allows the teachers, assistants, and
students to access all the tools that they need to
complete the educational processes online. It offers
DOI: 10.18421/TEM82-47 various platform tasks for supporting the learning
https://dx.doi.org/10.18421/TEM82-47 process, which helps teachers to host multimedia
Corresponding author: Sani Alkhasawnh, educational content. Furthermore, LMS helps to
Department of Training, Deanship of e- learning, monitor the abilities of users in adopting the
University of Bisha, Bisha, Saudi Arabia available resources. Moreover, LMS delivers
Email: sskhassawnh@gmail.com educational activities in a way that helps professors
and assistants to follow up students along their
Received: 21 March 2019. educational progress. Consequently, higher education
Accepted: 06 May 2019. has been directed to use LMS, in order to deliver
Published: 27 May 2019. these advantages within their educational systems.
© 2019 Sani Alkhasawnh, Mohammed Ayid
Several examples of commercial LMS have been
M Alqahtani; published by UIKTEN. This work is licensed founded in high educational institutions with a wide
under the Creative Commons Attribution- variety of options and features [12],[13].
NonCommercial-NoDerivs 3.0 License. One highly popular LMS is Blackboard [6].
Blackboard is Web-based technology that helps
The article is published with Open Access professors and assistants to design, deliver the
at www.temjournal.com content, and assess the students’ performance, which

662 TEM Journal – Volume 8 / Number 2 / 2019

 TEM Journal. Volume 8, Issue 2, Pages 662-669, ISSN 2217-8309, DOI: 10.18421/TEM82-47, May 2019.

is consider as the most technological advance in change within all aspects of our life has increased
higher education [24]. The use of Blackboard has remarkably, so it is necessary to create graduates
spread rapidly in higher education, due to its who are able to adapt within these new conditions. In
significant quality and its continuous development addition, SRL environment widely investigated in
[7]. The University of Bisha uses Blackboard vista, a traditional classroom setting, but very few
type of prevalent LMS, which supports faculties, experimental studies have been investigated how
teachers, and students in completing courses, through SRL can be supported in LMS [27]. The need to
a strong set of user-friendly tools [24]. For example, improve SRL strategies on LMS environment is
Blackboard has a high degree of accessibility, as it recently recommended. Despite the best use of
can be used through the internet anytime, anywhere. technology within higher education, there has been a
Moreover, quick feedback can be provided to paucity of research, which examines how to exploit
students when they use Blackboard's test manager this technology’s advantages, in accordance with
function for quizzes, assignments, activities, and educational strategies and theories, thereby instilling
exams. The faculty can also access the feedback values and educational teachings within emerging
through Blackboard's survey function. Furthermore, countries.
Blackboard provides multiple means of There is a strong need to discuss and highlight the
communication, including announcements, use of technology, in order to enhance learning
discussions, virtual classrooms, and email. In processes within educational theories, in emerging
addition, students can also track their own progress economies that use technology as a communication
in the courses by accessing the online Grade Book. tool [10]. Despite the fact that technology has
Blackboard users can build on several additional become the lifeblood and spread in emerging
skills, including self-organization and time countries, it still lacks the procedural research, which
management. Therefore, learners in LMS is focused on exploiting this technology to save time,
environments need to use self-regulation skills as a effort, and money on the educational institutions [1].
way of achieving their learning outcomes [11]. These countries are still in the phase of economic
Zimmerman [28] stated, “Self-regulation is self- growth so there is a strong need to activate
generated thoughts, feelings, and actions that are technology in education to serve emerging countries
planned and cyclically adapted to the attainment of in the development of their economy. An
personal goals” (p. 14). A student using the Self- investigation of the effect of an online course based
Regulated Learning (SRL) approach, can obtain, on SRL strategies might enable educators in
retain and retrieve fresh knowledge through his own emerging countries to rearrange their courses in
volition [26]. SRL presents the degree to which Blackboard according to SRL and enhance the
learners can become active participants within their learning process. Accordingly, the researchers have
own learning processes [28]. SRL as a constructive developed an online course for undergraduate
and active process, whereby the learners are students, first year at Education Faculty at the
specifying their own education goals, and then University of Bisha. The online course was
monitor, control and regulate their cognitive developed based on SRL strategies, through using the
situations, motivations and behaviours, in order to Blackboard learning system. Afterward, the effect of
achieve these goals [20],[21]. SRL environment the online course based on SRL strategies was
gives the responsibilities to learners’ set goals, investigated on students’ self-regulation and
manage time and obtain knowledge, classify academic outcomes at the University of Bisha in
knowledge, and acquire it. Saudi Arabia.
The SRL environment has had a massive effect to
enhance students' academic outcomes [23]. The Research objectives
learners who self-regulate their learning activities
The aim of the current study was to determine the
perform better than those learners who do not [3].
effect of online course supported SRL in enhancing
Moreover, SRL environment is necessary to achieve
students' self-regulation and academic outcomes.
lifelong learning and enrich students’ learning
There are three specific objectives for this study. The
outcomes [5].
first is for researchers to design an online course
Blackboard has been proved to be particularly
based on SRL strategies. The second is to determine
effective in fostering SRL [12]. Blackboard’s
the effect of this course, on improving students' self-
application helps to self-manage, track and quantify
regulation at the University of Bisha. The last
all learning activities and resources, within higher
objective is to determine the effect of using the
education institutions. This helps create independent
online course, based on SRL strategies to improve
personalities among graduates, providing them with
students' academic outcomes at the University of
the knowledge and skills needed to meet the
Bisha.
requirements of future labor markets. The degree of

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Therefore, this study came as an attempt to design Jansen, van Leeuwen, Janssen, Kester, and Kalz
an online course based on SRL strategies for [14] overviewed the theoretical models of SRL to
undergraduate students at the University of Bisha and summarize the specific processes in the self-
to reveal its effectiveness, and more specifically this regulation strategies in the online environment. They
study came to test the following null Hypotheses: divided the self-regulation skills in the online
environment into five skills, which are metacognitive
1. There is no significant difference in the mean skills, time management, environmental structuring,
score of students' self-regulation between persistence, and help-seeking. They concluded that
experimental group (students studied using an online self-regulation skills are necessary to enhance
course supported through self-regulation strategies) students' self-regulation and performance in the
and control group (students studied using an online online environment.
course not supported through self-regulation In this regard, using an online environment
strategies). requires that students set their own goals and develop
2. There is no significant difference in the mean suitable methods for obtaining them [23]. Kauffman,
score of pre-academic achievement tests between Zhao and Yang [15] concluded that using self-
experimental group (students studied using an online monitoring prompts within a web-enhanced course,
course supported through self-regulation strategies) helps to improve students’ achievements. Similarly,
and control group (students studied using an online Lee, Shen and Tsai [17] investigated the effect of
course not supported through self-regulation online course-supported self-regulation strategies, in
strategies). terms of students’ engagement and involvement in
3. There is no significant effect of online course learning. They noticed that the learners increased
supported through self-regulation strategies on post- their involvement in the online learning environment
academic achievement test controlling pre-academic through self-regulatory behaviours. This study
achievement test. certainly reported the need for teaching students self-
regulation strategies, which support the use of online
2. Literature review learning environments.
Besides that, El-Senousy and Alquda [11]
Many studies have reviewed the students’ self-
examined the influence of a Flipped Classroom
regulated learning and academic outcomes in online
Strategy (FCRS) on students’ achievement and self-
and face-to-face education settings [11], [12], [16].
regulated learning skills. The results indicated a
According to Barnard, Paton and Lai [3], the self-
significant difference in the average (mean)
regulation skills are necessary to improve learning
achievement test scores and SRLS scales between the
outcomes in online and face-to-face formats. The
students who were taught through FCRS, and those
previous studies indicated that learners who have a
who were taught through the traditional method.
higher level of self-regulation skills perform better
Here there was greater achievement among the
than those learners who have lower levels of self-
students taught through FCRS. This result strongly
regulation skills [29]. Consequently, self-regulated
supported the use of FCRS in higher education, and
learning is an essential mainstay for the learning and
for post-graduate students to enhance students’
teaching process of learners both in online and face-
achievement and self-Regulated learning skills,
to-face education settings.
however this study did not compare with an active
SRL contains task strategies and cognitive
control group.
processes which are required to regulate learners'
Bernacki, Byrnes and Cromley [4] identified the
cognitive processes [25]. Puustinen and Pulkkinen
relationship between achievement goals, self-
[27] reviewed three phases of self-regulation and the
regulation strategy use, and comprehension scores
activities relating these phases, as shown in Figure 1.
within an online environment. The result showed that
there are significant achievement goals that can be
predicted when self-regulation strategies were used
within an online environment [4]. It can, therefore,
be concluded that using self-regulation strategies can
have a positive relation on students’ academic
outcomes, within online learning environments.
The more recent, empirical studies indicated that
LMS represents a suitable environment for increasing
Figure 1. Overview of SRL activities categorized students' self-regulation and academic outcomes.
into three phases Mtshali, Maistry and Govender [19] have focused on
studying teaching and learning processes within a
LMS environment. They confirmed that the LMS

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environment increased students’ academic outcomes, to enable educators to rearrange, plan, and design
reduced dropout rates, and granted more learning their courses in Blackboard according to SRL that
opportunities to students with diverse characteristics. will enhance the learning process.
In the same way, Bester and Brand [5] stated that
using a technology environment within teaching and 3. Method
learning processes helped to maintain student
This study applied a quasi-experimental design,
concentration, which likewise increased their
specifically non-randomized control group pre-test –
academic achievement. They argued that there is a
post-test design. Lodico, Spaulding and Voegtle [18]
need to investigate teaching and learning within a
stated that the quasi-experimental research design is
technology environment, looking at different aspects
one of the strongest and most widely used designs,
and situations.
especially in educational research. This design was
Barnard, Lan, To, Paton and Lai [3] stated that
used because the students were assigned to their
self-regulation may be able to significantly influence
classes by the management of the Faculty. There was
the behaviour and effectiveness of individual
no random selection or assignment of the participants
students, within online learning environments. Lee,
to their groups, but there was a random selection of
et al. [17] designed an online course and examined its
the Faculty, as well as a random selection of sections
effects on students' self-regulatory behaviours. They
in the Faculty. The initial group of participants in this
found an online learning environment that improved
study was 70 first-year students who enrolled in the
the students’ self-regulatory behaviours. Similarly,
Education 111TQN course at the Educational Faculty
Delen, Liew, and Willson [9] concluded that online
at the University of Bisha. Two sections of the course
learning environments enhanced learners' self-
were used for the study. One of the sections was
regulated learning.
randomly assigned to be the experimental group and
Saif [24] emphasised that there is a need to
the other section the control group, 35 students in
investigate the usability of LMS in Saudi Arabia, as a
each group. As stated, the lowest number in an
means of enhancing the national online learning
experimental research sample of a group should be
environment, especially among all universities who
30 or above [18]. Both groups pretested to make sure
have adapted Blackboard vista from 2010 onwards.
they are equivalent. The experimental group studied
Otherwise, Alotaibi, Tohmaz and Jabak [2]
for eight weeks using an online course supported
investigated the relationship between self-regulated
through self-regulation strategies, and the control
learning and academic outcomes. They found that
group studied for the same period through the online
SRL could be a significant predictor of students’
course, which was not supported through self-
academic outcome. They also suggested that there is
regulation strategies. A post-test was conducted in
a need for future researches within Arab countries to
order to measure the students’ achievement. Finally,
investigate self-regulating within different
the self-regulated online learning questionnaire
environments. Similarly, Dreye [10] emphasized the
(SOL-Q) was distributed among the involved
need to study the effect of effectively integrating
students.
technology into educational processes, along with
studying its impact in emerging countries. 3.1 Instrumentation
On one hand, there are several of researches that
support the use of self-regulation strategies within There were two instruments within this study, an
online learning environments, but on the other hand achievements test, and a self-regulated online
few experimental studies have been conducted in the learning questionnaire (SOL-Q).
investigation of effects of online courses based on
Achievements test
SRL to enhance students’ self-regulation and
academic outcomes. Wong et al., [27] claimed that The main objective of this instrument is to
there is a need for future experimental research to compare the achievements between two groups on
investigate the SRL on online courses. They argued the pre and post-tests. The researchers developed an
that some researchers did not compare between the online test based on the instructional material of the
two groups and relied on pre-post design. To fill this Education 111TQN course. The test contained 15
gap, this paper examined the effect of online course multiple choices statements and 15 true or false
based on SRL to improve students’ self-regulation statements. The researchers designed the test by
and academic outcomes between the two groups. using the blackboard online test. The researchers
Based on the aforementioned problems, the asked six experts to check on the face and content
researcher argues that this research is highly validity of the test. The six experts were chosen
important in revealing the effects of online courses based on their experience in their field and
based on SRL in enhancing students’ self-regulation arbitration.
and academic outcomes. This finding could be used

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 TEM Journal. Volume 8, Issue 2, Pages 662-669, ISSN 2217-8309, DOI: 10.18421/TEM82-47, May 2019.

The subjects in all groups were exposed to a pre- Table 2. reveals that there was significant difference
test to determine their actual level before starting the within the overall self-regulation components
experiment. After teaching both groups, the between the experimental (M= 5.365, SD= 1.062)
researcher distributed a post-test at the end of the and the control (M= 3.449, SD =1.265); t (68) =
experiment to assess subjects' achievement. To be 6.862, p =.00. The effect size was 1.6, which
sure that the effect of pre-test was removed, the according to Cohen [8], was considered to be large.
researchers used one-way analysis of covariance
(ANCOVA) in analysing data. Table 2. The Result T-Test of the Self-Regulation
Components in two groups
Self-Regulated Online Learning Questionnaire
(SOL-Q) Variables Groups Mean SD 68 T P
The self-regulated online learning questionnaire Metacognitive Experimental 5.38 1.086 68 6.41 0.00
(SOL-Q) was adapted from Jansen et al. study in Skills Control 3.419 1.453
2017, and translated into Arabic. Double check Time Experimental 5.371 1.551 68 5.09 0.00
translation was done. Management Control 3.604 1.351
SOL-Q measured self-regulation in online Environmental Experimental 5.245 .984 68 6.50 0.00
environments through five areas, which included Structuring Control 3.611 1.12
metacognitive skills, time management, Persistence Experimental 5.342 1.044 68 6.47 0.00
environmental structuring, persistence, and help
Control 3.447 1.379
seeking. SOL-Q had 36 items. All 36 items have
Help Seeking Experimental 5.480 1.008 68 7.52 0.00
been answered on a 7-point Likert scale, which
ranged from “not at all true for me” (= 1) to “very Control 3.171 3.171
Overall self- Experimental 5.365 1.062 68 6.86 0.00
true for me” (= 7). Jansen et al. [14] helped
regulation Control 3.449 1.265
establish validity and reliability. In this study, the Components
Cronbach’s Alpha was .96, which was determined
to be acceptable [18]. In this study, the following Additionally, an independent samples T test was
Table 1. shows a degree of reliability within the self- performed which compared the mean consistency
regulated online learning questionnaire (SOL-Q) of scores of the pre-academic achievement test for the
this research, and that of the original research carried experimental and control groups. The results
out by Jansen et al. in 2017 [14]. revealed that there was no significant difference in
Table 1. Reliability
the scores of pre-academic achievement test, for the
experimental group (M= 6.628, SD= 1.681) and the
control group (M= 7.1429, SD =1.497); T (68) =
No Scale Cronbach’s Cronbac 1.351, p =0.181. The effect size was .32 that
Alpha in h’s according to Cohen [8], was considered to be small.
(Jansen et Alpha in This indicated equivalence between the two groups.
al. 2017) this
research
Table 3. Results of the Pre-Academic Achievement Test for
1 Metacognitive Skill .90 .96
the control and experimental groups
2 Time Management .70 .88
3 Environmental .65 .80 Groups N Mean SD DF T P
Structuring
4 Persistence .79 .87 Experimental 35 6.628 1.681 68 1.351 0.181
5 Help Seeking .83 .82
Total .90 .96 Control 35 7.142 1.497

4. Results
A one-way analysis of covariance (ANCOVA) was
The descriptive statistics related to the self- conducted, in order to assess whether the
regulation components of the 70 students of the two experimental group had a greater post achievement
sample groups have been presented in Table 2. For test than the control group, after controlling for the
the experimental group, the scores of the self- pre-academic achievement test. Levene’s test and
regulation components can be considered in normality checks were carried out, and the related
comparison with the control group. assumptions were detailed. Table 4. showed that the
As predicted, the results from the independent group using the online course, supported through
samples‘t’ test indicated that students in the self-regulation strategies (M=7.628), was greater
experimental group generally expressed a higher than the mean post-academic achievement test scores
level of self-regulation than that of the control group. for the group using an online course which was not

666 TEM Journal – Volume 8 / Number 2 / 2019

 TEM Journal. Volume 8, Issue 2, Pages 662-669, ISSN 2217-8309, DOI: 10.18421/TEM82-47, May 2019.

supported by self-regulation strategies (M=6.914). The result has further revealed that using an online
The result indicated that after the pre-academic course based on SRL helps to enhance students’
achievement test control, there was a significant outcomes. This result is consistent with the findings
difference between the experimental and control of Bester and Brand [5] who reported that the use of
groups in the post-achievement test, with F (1.67) information technology in courses helps improve
=55.82, P=0.00. The effect size is 0.5, which is student achievements. Similar to Delen, Liew, and
considered to be moderate in accordance with the Willson [9], they stated that self-regulation strategies
guidelines of Cohen [8]. This has been presented in have had a positive effect on academic performance
Table 4. within online learning environments. Moreover,
Mtshali, Maistry, and Govender [19] have strongly
Table 4. Results of the Covariance Analysis recommended that using LMS can help to enhance
students’ outcomes, despite the diversity of students’
Descriptive Statistics of Groups in the Post-Achievement Test
characteristics. That statement is also aligned with
Gr N Mean SD that of Alotaibi, Tohmaz, and Jabak [2], who found
oups
Ex 35 7.628 1.61
that using self-regulation strategies learning
perim processes has an important influence on the
ental academic achievements of community college (CC)
Co 35 6.914 1.50 students at King Saudi University (KSU).
ntrol In this study, the results corresponded with the
Tot 70 7.271 1.58
al aspirations of educators in emerging countries who
Results of the Covariance Analysis when Comparing Groups in the have sought to improve educational processes [2],
Post-Achievement Test [24]. The results also enrich the literature studies
So Sum Mean D F P Effe that relate to the usability of SRL in LMS
urce of Square F value ct Size environment. This has been a response to Wong et
Squares
al., [27] who claimed that there are very few
Pre 136.8 136.80 1 326.0 0.0 .8 experimental researches that have been investigating
-Test 0 7 0 SRL in LMS environment.
Gr 23.42 23.42 1 55.82 0.0 05
oup 6 0
Err 28.11 .420 6 6. Conclusion
or 7
Based on the results and discussion, it was
concluded that the online course based on SRL
5. Discussion strategies affects students’ self-regulation and
students’ outcomes. This study fills the gap in the
The findings of this study have supported the literature studies that relate to investigating SRL in
concept of using technology based on learning and LMS environment. There is a need for future
teaching theories within the educational process, research regarding the design of online courses, as
which has a significant effect on students’ academic based on different learning theories and strategies.
outcomes and self-regulation. Comparative research is also recommended, in order
Based on the study findings, students’ self- to choose suitable designs within online
regulation had a significantly positive impact. This environments. This will help prevent the waste of
aligns with Hashemyolia et al. [12] who stated that material and human potential in courses that do not
using management systems within teaching and utilize effective theories and learning strategies,
learning processes, helps and enhances students’ self- which are likely to fail, and which should therefore
regulation. Khuziakhmetov and Amin [16] concluded not be recommended for use by educators.
that the professors should familiarize themselves
with the possibilities of learning technology in
Acknowledgements
enhancing students’ self-regulation.
This paper has been sponsored by the Research
Sponsorship Programme, University of Bisha, Kingdom of
Saudi Arabia: Grand Number (UB-105-1438).

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