The significance of self-regulation in digitalized online courses
Research output: Other conference contribution › Paper, poster or abstract › Scientific
|Publication status||Published - 24 Jan 2018|
|Event||Teaching for Learning - The University Perspective - Dorpat Conference Centre, Tartu, Estonia|
Duration: 23 Jan 2018 → 25 Jan 2018
|Conference||Teaching for Learning - The University Perspective|
|Period||23/01/18 → 25/01/18|
However, reality may not be so auspicious, especially when academic courses are digitalized by a large extent, which typically increases academic freedom of all learners. In such cases, learner’s self-regulation skills and specific use of personally selected processes like 1) willingness to set goals, 2) ability to select suitable learning strategies for attaining goals, 3) ability to monitor own learning progress, 4) effective time management skills, and 5) ability to reject distractions in own personal learning environment significantly affect learner’s potential to succeed in academic activities.
In this study, teaching and learning experiences from a highly digitalized course intended for Bachelors’ level engineering students in three different course implementations are discussed. Specific focus is steered towards the five self-regulation skills and processes listed above, and their connection to academic achievement. After the first implementation, dropouts and those who displayed poor academic performance also lacked self-regulation skills, especially, the five above- listed key factors were almost completely missing. Lack of self-regulation skills was identified by a questionnaire that focuses on the five key factors at a personal level. As a result, specific activities and monitoring processes were tailored for the next two implementations, which aimed to help learners to pay personal attention to key factors of self-regulation, and thereby enabled them to become more initiative in their own learning processes and regulation. Based on this study, it seems that digitalized courses launched at an early stage of academic studies may need additional support for self-regulatory processes in order to enable successful progression of studies and satisfactory grades.