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Title: When social media use for formal learning is voluntary : a study of students’ use of self-regulated learning strategies
Authors: Zhou, Quan
Lee, Chei Sian
Sin, Joanna Sei-Ching
Keywords: Library and information science
Issue Date: 2021
Source: Zhou, Q., Lee, C. S. & Sin, J. S. (2021). When social media use for formal learning is voluntary : a study of students’ use of self-regulated learning strategies. Library and Information Science Research E-Journal, 31(1), 12-26.
Journal: Library and Information Science Research E-Journal 
Abstract: Background. With the availability of a wide array of social media platforms, it is not surprising that students use social media to support their formal learning in a voluntary manner. It is important for students to engage in active learning and employ self-regulated learning (SRL) strategies to manage their learning process. There has been limited work concerning the SRL strategies that students use in a voluntary context of learning with social media. Objective. This study aims to uncover how students use SRL strategies when learning with social media in a voluntary context. Results. Based on focus group discussions with 41 university students, this study uncovered two categories of SRL strategies regulation of learning (i.e., goal setting, environment structuring, performance control, and self-evaluation), and regulation of social media use (i.e., information evaluation, support exchange, and distraction management). The findings have implications for students’ effective learning with new technologies like social media in formal education and lifelong learning.
ISSN: 1058-6768
DOI: 10.32655/LIBRES.2021.1.2
Rights: © 2021 Zhou Quan, Chei Sian Lee and Sei-ching Joanna Sin. All rights reserved.
Fulltext Permission: open
Fulltext Availability: With Fulltext
Appears in Collections:Library and Information Science Research E-journal (LIBRES)

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