Graduate students' self-regulated learning practices in dual-monitor academic environments

Qusai Tweissi

doi:10.55056/etq.1171

Автор(и)

Qusai Tweissi Ohio University https://orcid.org/0009-0002-2854-8994

DOI:

https://doi.org/10.55056/etq.1171

Ключові слова:

self-regulated learning, dual-monitor setup , academic workspace, technology-enhanced learning

Анотація

This study investigates how graduate students utilise dual-monitor setups to facilitate self-regulated learning (SRL) during academic tasks. Using a thematic qualitative study with a phenomenological orientation, semi-structured interviews and photo-elicitation techniques were conducted with eleven graduate students who actively employ dual monitors for their studies. Thematic analysis revealed that participants viewed dual-monitor configurations as tools for organisation, workflow smoothness, and focus. Dual monitors enabled parallel access to resources, facilitated smoother task coordination, and promoted planning and task strategies associated with the forethought and performance phases of SRL. Students also linked their setups to emotional regulation and professional identity, describing greater confidence and perceived reductions in stress when using two monitors. The findings suggest that dual monitors serve as effective supports for learning regulation. Future studies should examine disciplinary variations and employ experimental or mixed-method approaches to assess the impact of dual-monitor use on measurable self-regulatory processes and learning outcomes.

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Посилання

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