Exploring Students’ Self-Regulated Learning through Educational Technology in Building Engineering Education: A Qualitative Case Study

Abstract

Self-regulated learning (SRL) is crucial in technology-enhanced higher education, as students are expected to plan, monitor, and evaluate their own learning processes. This requirement is particularly relevant in building engineering education, a field that integrates technical knowledge with pedagogical competence. While previous research has addressed educational technology and learner autonomy in this field, there is a need to further develop our understanding of how students utilize various technologies to manage their learning within this specific disciplinary context through studies grounded in experience and practice. This study aims to understand how Building Engineering Education students at Manado State University manage their learning through educational technology. A qualitative case study design was employed, utilizing data collection methods such as semi-structured interviews, observations, and document analysis. The data were analyzed thematically, using the SRL phases of planning, performance-monitoring, and reflection as a sensitizing framework, while remaining open to emerging themes. The study is expected to provide a contextual explanation of how students use technology to set goals, implement strategies, monitor progress, seek assistance, and reflect on learning outcomes. Ultimately, the findings may serve as a basis for developing technology-based learning activities that support student self-regulation in building engineering education