The S.M.A.R.T. learning management model for promoting self-regulated learning abilities of higher education students in smart classroom

Abstract

This study investigates the effects and efficacy of the self-regulated learning management process using the S.M.A.R.T. model in a smart classroom. Selected by purposive sampling, the target group consisted of 60 undergraduate students registered in the optional course ZIL 02: Designing Love. The research tools involved a questionnaire on students' self-regulated learning abilities in the smart classroom and the S.M.A.R.T. model learning process applied in a smart classroom. Data were analyzed using frequency, percentage, mean (𝑥̅), standard deviation (S.D.), a dependent t-test, and content analysis. Surprisingly, the research findings indicated that 1) The S.M.A.R.T. model consists of five steps: Stimulation (S), Motivation (M), Active learning (A), Reporting (R), and Transfer of learning (T). Furthermore, the results show that the self-regulated learning management process using the S.M.A.R.T. model has an efficiency of 81.70/83.86, higher than the criteria of 80/80, and 2) after the S.M.A.R.T. model learning management process in the smart classroom, it was found that the target group had a self-regulated learning ability that was significantly higher than before the experiment at a statistical level of .05.