The Influence of Self-regulated Learning Strategy on Critical Thinking in the Digital Network Learning Environment

Purpose: This study considered that the success or failure of online learning depends on the learner's self-regulation ability, and analyzed the effect of self-regulated learning instructional strategies on learners' critical thinking skills in social studies education in a digital network learning environment. Method: The components of self-regulated learning based on the study of Yu & Pintrich(1998), Kauffman (2004) and Boeun Kim(2019), the sub-elements of each strategy are 'rehearsal', 'elaboration', 'organization' for cognitive strategies, 'planning', 'monitoring', 'regulating' for meta-cognitive strategies, and 'mastery goal', 'self-efficacy', and 'task value' for motivational strategies. Critical thinking skills components were presented by reducing them to 4 areas in consideration of overlapping learning topics and components among them presented by Kyung-Chul Huh et al.(1990). Results: The results of the analysis through the pre- and post-test were first, in the case of self-regulated learning ability, the experimental classes showed significant improvement in the overall average of selfregulated learning ability and all sub-factors. Looking at the difference with the comparison classes, there were significant differences in 'rehearsal', 'elaboration', 'organization' for cognitive factors, 'planning', 'regulating' for meta-cognitive factors, and 'self-efficacy' for motivational factors. Second, in the case of critical thinking skills, the average of all and sub-factors, 'claiming opinions with valid and sufficient grounds', 'viewing the problem from various perspectives' showed a significant improvement in the experimental group compared with the non-group. Third, looking at the relationship between selfregulated learning ability and critical thinking skills, among self-regulated learning abilities, metacognitive 'regulating' factors, are related to the entire critical thinking skills and 'claiming opinions with valid and sufficient grounds', 'viewing the problem from various perspectives' and 'choosing reliable information'. Conclusion: meta-cognitive 'regulating' factors Meta-cognitive 'regulating' factors share and compare different learning strategies, and change one's own strategies according to the teacher's feedback. As a result of this study, this meta-cognitive 'regulating' factors has a high correlation with critical thinking function. In particular, meta-cognitive 'regulating' factors had the greatest effect on the 'viewing the problem from various perspectives' factor. This refers to a strategy that attempts to find the most rational solution by correctly understanding the nature and nature of a problem by looking at a problem from various perspectives.