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International Conference on Interactive Collaborative Learning

ICL 2016: Interactive Collaborative Learning pp 63–85Cite as

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

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Part of the book series: Advances in Intelligent Systems and Computing ((AISC,volume 545))

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 eLDa MOOC 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 multi-dimensional survey was designed to evaluate each aspect of SRL skills, motivation and attaining better grades within the course. This research analysis 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 skills of the students in the learning platform environment. In relation to developing a revised OSLQ to address the use of the instrument to measure self-regulated learning in an online blended classroom context. Data collection process was conducted on a sample of first year undergraduate students 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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Acknowledgment

The first author wishes to acknowledge Mr. Adakole. S. Onah’s financial support in his research, and family members and friends for their moral support.

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Authors and Affiliations

  1. Department of Computer Science, The University of Warwick, Coventry, UK

    Daniel F. O. Onah & Jane E. Sinclair

Authors
  1. Daniel F. O. Onah
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  2. Jane E. Sinclair
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Correspondence to Daniel F. O. Onah .

Editor information

Editors and Affiliations

  1. Carinthia University of Applied Sciences, Villach, Austria

    Michael E. Auer

  2. International E-Learn Asso&Kaleid Learni, New York, New York, USA

    David Guralnick

  3. Ulster University, Belfast, Ireland

    James Uhomoibhi

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Onah, D.F.O., Sinclair, J.E. (2017). A Multi-dimensional Investigation of Self-regulated Learning in a Blended Classroom Context: A Case Study on eLDa MOOC. In: Auer, M., Guralnick, D., Uhomoibhi, J. (eds) Interactive Collaborative Learning. ICL 2016. Advances in Intelligent Systems and Computing, vol 545. Springer, Cham. https://doi.org/10.1007/978-3-319-50340-0_6

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  • DOI: https://doi.org/10.1007/978-3-319-50340-0_6

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-50339-4

  • Online ISBN: 978-3-319-50340-0

  • eBook Packages: EngineeringEngineering (R0)

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