Measuring self-regulation in online and blended learning environments

Barnard, Lucy; Lan, William Y.; To, Yen M.; Paton, Valerie Osland; Lai, Shu Ling

doi:10.1016/j.iheduc.2008.10.005

Cited by 646 publications

(720 citation statements)

References 17 publications

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“…Several theories reveals that participants in a blended class decide the approach to follow in studying using familiar learning habits suitable to the required needs [1]. The investigation of SRL in the blended learning context allows for better information on how or whether the learners prepare and plan to achieve any academic set goals [12]. The data analysis in this study helps to show the motivation, and cognitive behaviour of the students.…”

Section: B Blended Learningmentioning

confidence: 92%

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A Multi-dimensional Investigation of Self-regulated Learning in a Blended Classroom Context: A Case Study on eLDa MOOC

Onah

Sinclair

2017

Interactive Collaborative Learning

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Abstract-Online systems such as massive open online courses (MOOCs) are new innovative learning technology in education.With the proliferation of MOOC systems, little has been mentioned about blended MOOC system and how it enhances students' performance. Blended classroom is a form of learning taking place between two different activities of which one is online and the other is traditional teaching method using bricks and mortal classroom settings. This study reveals the effectiveness of blended classroom teaching for an undergraduate course. The module was embedded in an eLDaMOOC platform, which is a platform for delivery computing concepts, and Python programme course. This research aims to investigate students' perceptions of self-regulated learning (SRL) habits. A multidimensional survey was designed to evaluate each aspect of SRL skills, motivation and attaining better grades within the course. This analyses explores (a) cognitive process of students improving their self-regulated learning skills (b) potential of students' preparedness and motivation to engage with the course content in a blended context (c) potential difference in addressing the relation among the methods of engagement and achievement in their weekly assessment results. The research applied an Online Self-regulated Learning Questionnaire (OSLQ) as the instrument for measuring the self-regulated learning in eLDaMOOC learning environment. In developing a revised OSLQ to address the use of instrument to measure self-regulated learning in an online blended classroom context. Data collection process was conducted on a sample of first year undergraduate student who took a seminar module via a blended course format. The results indicate the level of self-regulated learning explored from the measure of the self-regulation in the blended learning environment in this study.

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Section: B Blended Learningmentioning

confidence: 92%

“…The Internet has been the most significant medium for delivering a blended classroom courses. It helps to supplement the instructional face-to-face learning methods in a blended context [12]. Learner's autonomy has been known to be a distinguishing factor in online blended activities.…”

Section: Related Reviewmentioning

confidence: 99%

A Multi-dimensional Investigation of Self-regulated Learning in a Blended Classroom Context: A Case Study on eLDa MOOC

Onah

Sinclair

2017

Interactive Collaborative Learning

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“…This member checking process allowed the participant to verify their account, providing credibility to our transcriptions and summaries of the data (Barnard, Lan, To, Paton, & Lai, 2009). Transcripts were then uploaded to NVivo (Version 12) in order to manage and make sense of the raw data.…”

Section: Participants and Proceduresmentioning

confidence: 99%

Was it worth it? A qualitative exploration into graduate perceptions of doctoral value

Bryan

Guccione

2018

Higher Education Research & Development

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“…Self-regulated learning is considered a central factor for successful distance and online learning (Barnard et al, 2009). According to Pintrich (1999), self-regulated learning includes the use of cognitive and metacognitive learning strategies and resource management strategies.…”

Section: Stiller and Bachmaier Cognitive Loads In Distance Trainingmentioning

confidence: 99%

“…With reference to CLT, motivation might influence load levels and how students manage load, especially when it is high. Generally, higher motivation is assumed to lead to higher germane load (which can be seen as high-quality learning) and consequently, to higher overall load (Vollmeyer and Rheinberg, 2006;Schnotz et al, 2009).Self-regulated learning is considered a central factor for successful distance and online learning (Barnard et al, 2009). According to Pintrich (1999), self-regulated learning includes the use of cognitive and metacognitive learning strategies and resource management strategies.…”

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confidence: 99%

Cognitive Loads in a Distance Training for Trainee Teachers

Stiller

Bachmaier

2018

Front. Educ.

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One of the persistent problems of online and distance learning is how to effectively support students' successful learning outcomes. A promising approach to this issue is to investigate the extent that learning is determined by learner characteristics and skills. This study explores the effects of domain-specific prior knowledge, intrinsic motivation, computer attitude, computer anxiety, and learning management skills on learning in a distance-training course on media pedagogy for teachers. The data were collected from 127 trainee teachers who responded to various questionnaires and completed knowledge tests. We investigated whether the selected characteristics of learners could be used to model five cognitive load assessments that included ratings of content difficulty, learning ease, experienced pressure/tension, effort/importance while learning, and performance in tests. Computer anxiety and computer attitude were significant predictors of content difficulty, learning ease, and experienced pressure/tension. In addition, higher learning-strategy skills reduced ratings of content difficulty. Effort/Importance ratings were best modeled by intrinsic motivation and learning strategy usage. Performance was best predicted by prior knowledge, intrinsic motivation, and computer attitude.Keywords: distance training, teacher training, higher education, self-regulated learning, computer attitude, computer anxiety, cognitive load theory INTRODUCTIONDistance and online learning have become common and reputable educational methods in vocational training and higher education (e.g., Allen and Seaman, 2016). Numerous studies investigating theoretical and applied aspects of distance and online learning have been published. However, the problem of effectively supporting successful student learning still persists (Jo et al., 2016). To gain insight into this problem, one line of research has focused on the characteristics and skills of distance and online learners and the extent to which they predict learning processes and outcomes. To advance this research, we investigated the extent to which a selected set of learner characteristics affect cognitive load of trainee teachers while learning and performing in a script-based distance-training course about media pedagogy. As characteristics, domain-specific prior knowledge, intrinsic motivation, computer attitude, computer anxiety, and learning strategies were selected, because all of them have shown to be relevant for distance and online learning in empirical studies, and they represent cognitive, motivational, affective, and skill aspects. As theoretical background of the current study, the cognitive load theory (CLT) was chosen (Sweller, 2010). Stiller and Bachmaier Cognitive Loads in Distance TrainingThe CLT highlights the role of cognitive capacity in working memory for successful learning outcomes (Sweller, 2010). Working memory is limited in capacity. If memory items cannot be rehearsed, they decline within seconds. If the material to be learned is complex, that is, it compris...

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Measuring self-regulation in online and blended learning environments

Cited by 646 publications

References 17 publications

A Multi-dimensional Investigation of Self-regulated Learning in a Blended Classroom Context: A Case Study on eLDa MOOC

A Multi-dimensional Investigation of Self-regulated Learning in a Blended Classroom Context: A Case Study on eLDa MOOC

Was it worth it? A qualitative exploration into graduate perceptions of doctoral value

Cognitive Loads in a Distance Training for Trainee Teachers

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