Skip to main content
SpringerLink
Log in

Designing a Self-regulated Online Learning Course Using Innovative Methods: A Case Study

  • Conference paper
  • First Online:
Methodologies and Intelligent Systems for Technology Enhanced Learning, 9th International Conference (MIS4TEL 2019)

Part of the book series: Advances in Intelligent Systems and Computing ((AISC,volume 1007 ))

Abstract

Students from Gen Z ask for being independent as well as guided by the adults in their learning experience, especially when learning is aimed at making better future career and development choices. Self-regulated online learning can effectively answer this need. While its definition, advantages and phases have been debated in the literature, self-regulated online learning still lacks an in-depth analysis. In this paper, we adopt an action research approach to provide a design framework for an online course specifically oriented at supporting students in their job-related choices. From a theoretical point of view, we use a framework based on the Pintrich’s self-regulated learning approach. From a practice point of view, we provide a set of recommendations to design effective self-regulated online learning experiences.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 129.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. Rashid, T., Asghar, H.M.: Technology use, self-directed learning, student engagement and academic performance: examining the interrelations. Comput. Hum. Behav. 63, 604–612 (2016)

    Article  Google Scholar 

  2. Mohr, K.A.J., Mohr, E.S.: Understanding Generation Z students to promote a contemporary learning environment. J. Empower. Teach. Excel. 1(1), 9 (2017)

    MathSciNet  Google Scholar 

  3. Morton, C.E., Saleh, S.N., Smith, S.F., Hemani, A., Ameen, A., Bennie, T.D., Toro-Troconis, M.: Blended learning: how can we optimise undergraduate student engagement? BMC Med. Educ. 16(1), 195 (2016)

    Article  Google Scholar 

  4. Azzam, A.M.: Why students drop out. Educ. Lead. 64(7), 91–93 (2007)

    Google Scholar 

  5. Van der Kleija, F., Vermeulena, J.A., Schildkampb, K., Eggen, T.J.H.M.: Assessment in education. Princ. Policy Pract. 22(3), 324–343 (2015)

    Google Scholar 

  6. Sun, Z., Xie, K., Anderman, L.: The role of self-regulated learning in students’ success in flipped undergraduate math courses. Internet High. Educ. 36, 41–53 (2017)

    Article  Google Scholar 

  7. Verdín, D., Godwin, A.: First in the family: a comparison of first-generation and non-first-generation engineering college students. In: Proceedings of 2015 IEEE Frontiers in Education Conference, pp. 1–8 (2018)

    Google Scholar 

  8. Boekaerts, M., Cascallar, E.: How far have we moved toward the integration of theory and practice in self-regulation? Educ. Psychol. Rev. 18, 199–210 (2006)

    Article  Google Scholar 

  9. Zimmerman, B.J.: Becoming a self-regulated learner: an overview. Theory Pract. 41(2), 64–70 (2002)

    Article  Google Scholar 

  10. Woolfolk, A.E., Winne, P.H., Perry, N.E.: Educational Psychology. Allyn and Bacon, Scaborough (2000)

    Google Scholar 

  11. Boekaerts, M., Corno, L.: Self-regulation in the classroom: a perspective on assessment and intervention. Appl. Psychol. Int. Rev. 54(2), 199–231 (2005)

    Article  Google Scholar 

  12. Tabuenca, B., Kalz, M., Drachsler, H., Specht, M.: Time will tell: the role of mobile learning analytics in self-regulated learning. Comput. Educ. 89, 53–74 (2015)

    Article  Google Scholar 

  13. Sha, L., Looi, C., Chen, W., Zhang, B.H.: Understanding mobile learning from the perspective of self regulated learning. J. Comput. Assist. Learn. 4(28), 366–378 (2012)

    Article  Google Scholar 

  14. Boekaerts, M.: Self-regulated learning: where we are today. Int. J. Educ. Res. 31(6), 445–457 (1999)

    Article  Google Scholar 

  15. Pintrich, P.R.: The role of goal orientation in self-regulated learning. In: Boekaerts, M., Pintrich, P.R., Zeidner, M. (eds.) Handbook of Self-Regulation, pp. 451–502. Academic Press, San Diego (2000)

    Chapter  Google Scholar 

  16. Weinstein, C.E., Husman, J., Dierking, D.R.: Self-regulation interventions with a focus on learning strategies. In: Boekaerts, M., Pintrich, P.R., Zeidner, M. (eds.) Handbook of Self-Regulation, pp. 727–747. Academic Press, San Diego (2000)

    Chapter  Google Scholar 

  17. Zimmerman, B.J.: Investigating self-regulation and motivation: historical background, methodological developments, and future prospects. Am. J. Int. Res. 45, 166–183 (2008)

    Google Scholar 

  18. Kizilcec, R.F., Pérez-Sanagustín, M., Maldonado, J.J.: Self-regulated learning strategies predict learner behavior and goal attainment in massive open online courses. Comput. Educ. 104, 18–33 (2017)

    Article  Google Scholar 

  19. Panadero, E.: A review of self-regulated learning: six models and four directions for research. Front. Psychol. 8, 422 (2017)

    Article  Google Scholar 

  20. Panadero, E., Broadbent, J.: Developing evaluative judgement: a self-regulated learning perspective. In: Boud, D., Ajjawi, R., Dawson, P., Tai, J. (eds.) Developing Evaluative Judgement: Assessment for Knowing and Producing Quality Work. Routledge, Abingdon (2018)

    Chapter  Google Scholar 

  21. Vohs, K.D., Baumeister, R.F., Schmeichel, B.J., Twenge, J.M., Nelson, N.M., Tice, D.M.: Making choices impairs subsequent self-control: a limited-resource account of decision making, self-regulation, and active initiative. Motiv. Sci. 1(S), 19–42 (2014)

    Article  Google Scholar 

  22. Wijekumar, K., Ferguson, L., Wagoner, D.: Problem with assessment validity and reliability in web-based distance learning environments and solutions. J. Educ. Multimed. Hypermedia 15, 199–215 (2006)

    Google Scholar 

  23. Barnard, L., Lan, W.Y., To, Y.M., Paton, V.O., Lai, S.L.: Measuring self-regulation in online and blended learning environments. Internet High. Educ. 12(1), 1–6 (2009)

    Article  Google Scholar 

  24. Loyens, S.M.M., Magda, J., Rikers, R.M.J.P.: Self-directed learning in problem-based learning and its relationships with self-regulated learning. Educ. Psychol. Rev. 20(4), 411–427 (2008)

    Article  Google Scholar 

  25. Broadbent, J., Poon, W.L.: Self-regulated learning strategies & academic achievement in online higher education learning environments: a systematic review. Internet High. Educ. 27, 1–13 (2015)

    Article  Google Scholar 

  26. Chang, C.C., Liang, C., Shu, K.M., Tseng, K.H., Lin, C.Y.: Does using e-portfolios for reflective writing enhance high school students’ self-regulated learning? Technol. Pedagogy Educ. 25(3), 317–366 (2016)

    Article  Google Scholar 

  27. Schunk, D.H.: Self-regulated learning: the educational legacy of Paul R. Pintrich. Educ. Psychol. 40(2), 85–92 (2005)

    Google Scholar 

  28. Puzziferro, M.: Online technologies self-efficacy and self-regulated learning as predictors of final grade and satisfaction in college-level online courses. Am. J. Distance Educ. 22(2), 72–89 (2008)

    Article  Google Scholar 

  29. Reason, P., Bradbury, H.: Handbook of Action Research. Sage, London (2001)

    Google Scholar 

  30. Eden, C., Huxham, C.: Action research for the study of organisation. In: Clegg, S., Hardy, C., Nord, W. (eds.) The Handbook of Organisation Studies, pp. 526–542. Sage Publications, London (1996)

    Google Scholar 

  31. Goldstein, B., Ick, M., Ratang, W., Hutajulu, H., Blesia, J.U.: Using the action research process to design entrepreneurship education at Cenderawasih University. En: Procedia Social and Behavioral Sciences, vol. 228, Valencia, Lexington (2016)

    Article  Google Scholar 

  32. Barnard-Brak, L., Lan, W.Y., Paton, V.O.: Profiles in self-regulated learning in the online learning environment. Int. Rev. Res. Open Distance Learn. 11(1), 61–80 (2010)

    Article  Google Scholar 

  33. Broadbent, J.: Comparing online and blended learner’s self-regulated learning strategies and academic performance. Internet High. Educ. 33, 24–32 (2017)

    Article  Google Scholar 

  34. Basaglia, S., Caporarello, L., Magni, M., Pennarola, F.: Individual adoption of convergent mobile phone in Italy. RMS 3, 11–18 (2009)

    Article  Google Scholar 

  35. Al-Busaidi, K.A.: Learners’ perspective on critical factors to LMS success in blended learning: an empirical investigation. Commun. Assoc. Inf. Syst. 30(2), 11–34 (2012)

    Google Scholar 

  36. Manolis, C., Burns, D.J., Assudani, R., Chinta, R.: Assessing experiential learning styles: a methodological reconstruction and validation of the Kolb Learning Style inventory. Learn. Individ. Differ. 23, 44–52 (2013)

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. SDA Bocconi School of Management, Bocconi University, Milan, Italy

    Leonardo Caporarello & Beatrice Manzoni

  2. Bocconi University, Milan, Italy

    Federica Cirulli

Authors
  1. Leonardo Caporarello
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Federica Cirulli
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Beatrice Manzoni
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Federica Cirulli .

Editor information

Editors and Affiliations

  1. Computer Science Faculty, Free University of Bozen-Bolzano, Bolzano, Italy

    Rosella Gennari

  2. Department of Life, Health and Environmental Sciences, University of L'Aquila, L'Aquila, Italy

    Pierpaolo Vittorini

  3. Department of Computer Science and Automation Control , University of Salamanca, Salamanca, Salamanca, Spain

    Fernando De la Prieta

  4. Department of Information Engineering, Computer Science and Mathematics, University of L'Aquila, L'Aquila, Italy

    Tania Di Mascio

  5. Dipartimento di Ingegneria Informatica, Automatica e Gestionale , Sapienza Università di Roma , Rome, Italy

    Marco Temperini

  6. Department of Computer Science and Statistics, Federal University of Santa Catarina, Florianópolis, Brazil

    Ricardo Azambuja Silveira

  7. Universidad Nacional de Colombia, Medellin, Colombia

    Demetrio Arturo Ovalle Carranza

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Caporarello, L., Cirulli, F., Manzoni, B. (2020). Designing a Self-regulated Online Learning Course Using Innovative Methods: A Case Study. In: Gennari, R., et al. Methodologies and Intelligent Systems for Technology Enhanced Learning, 9th International Conference. MIS4TEL 2019. Advances in Intelligent Systems and Computing, vol 1007 . Springer, Cham. https://doi.org/10.1007/978-3-030-23990-9_15

Download citation

Publish with us

Policies and ethics

Search

Navigation