Facilitating Student Achievement in Online Courses with Self-Regulated Learning Segments

Award Winner: 
2010 Sloan-C Effective Practice Award
Author Information
Author(s): 
Bernard Grindel
Author(s): 
Christopher Neidig
Author(s): 
Jennifer Rafferty
Author(s): 
Frances Rowe
Institution(s) or Organization(s) Where EP Occurred: 
Quinnipiac University
Effective Practice Abstract/Summary
Abstract/Summary of Effective Practice: 

Quinnipiac University Online in collaboration with the Quinnipiac University Learning Center offers integrated learning segments on self-regulated learning (SRL) topics such as time management that can be (1) linked from the course syllabus, (2) embedded as modules in a course, (3) emailed to students, or (4) accessed from a Web-site.

Description of the Effective Practice
Description of the Effective Practice: 

The integrated learning segments on SRL topics enhance the learning experience by offering students SRL strategies to better manage their time and prepare for being a successful online student. The integrated learning segments include checklists, streaming video, graphics, animations and self tests. Humor is sprinkled throughout the segments in an effort to enhance student engagement. All students at the University have access to the segments regardless of their location or lecture method. In keeping with the philosophy of open access, the University will develop avenues to make the segments available to other institutions.

Supporting Information for this Effective Practice
Evidence of Effectiveness: 

Researchers seem to agree that online courses necessitate a higher level of SRL than face to face courses (Dabbagh & Kitsantas, 2004; Kaufman, 2004; Loomis, 2000; Whipp & Chiarelli &, 2004). Individual studies of SRL in online courses indicate that courses without SRL intervention are plagued with under achievement (Chang, 2007; Shen, Lee, & Tsai, 2007; Santhanam, Sasidharan & Webster, 2008; Schober, Spiel, Reimann, & Wagner, 2008). Shen et al. (2007) compared the achievement of online students who received instruction in goal-setting to the achievement of online students who did not receive instruction in goal-setting. The goal-setting group achieved higher learning outcomes than the non goal-setting group. Santhanam et al. (2008) compared the achievement of online students who received instruction in self-monitoring their learning to the achievement of students who did not receive instruction in self-monitoring their learning. The self-monitoring group achieved higher learning outcomes than the non self-monitoring group.

How does this practice relate to pillars?: 

Unfortunately, not all students make the best use of SRL and not all courses are designed to maximize the use of SRL. This may be particularly important in online courses where students are expected to be more self-regulated. According to the literature, prompting students to follow SRL strategies helps facilitate achievement in online courses.

Equipment necessary to implement Effective Practice: 

Video camera, microphone, lighting, video editing software, and Web space to host the content.

Estimate the probable costs associated with this practice: 

The integrated learning materials are being created inexpensively by leveraging the expertise of existing staff along with students who have project-based assignments as part of a degree program.

References, supporting documents: 

Chang, M. (2007). Enhancing web-based language learning through self-monitoring. Journal of Computer Assisted Learning, 23, 187-196. doi: 10.1111/j.1365-2729.2006.00203.x Dabbagh, N., & Kitsantas, A. (2004). Supporting self-regulation in student-centered Web-based learning environments. International Journal on E-Learning, 3, 40-47. Retrieved from http://www.aace.org/pubs/ijel/ Kauffman, D. (2004). Self-regulated learning in web-based environments: Instructional tools designed to facilitate cognitive strategy use, metacognitive processing, and motivational beliefs. Journal of Educational Computing Research, 30, 139-161. Retrieved from http://search.ebscohost.com.ezproxylocal.library.nova.edu/login.aspx?direct=true&db=iih&AN=13713816&site=ehost-live Loomis, K. D. (2000). Learning styles and asynchronous learning. Journal of Asynchronous Learning Networks, 4 (1). Retrieved from http://www.sloan-c.org/publications/jaln_main Santhanam, R., Sasidharan, S., & Webster, J. (2008). Using self-regulatory learning to enhance e-learning-based information technology training. Information Systems Research, 19(1), 26-47. Retrieved from http://proquest.umi.com.ezproxylocal.library.nova.edu/pqdweb?did=1463170111&sid=1&Fmt=2&clientId=17038&RQT=309&VName=PQD Schober, B., Wagner, P., Reimann, R., & Spiel, C. (2008). Vienna e-lecturing (VEL): Learning how to learn self-regulated in an internet-based blended learning setting. International Journal on E-Learning, 7, 703-723. Retrieved from http://find.galegroup.com.ezproxylocal.library.nova.edu/gtx/infomark.do?&contentSet=IAC-Documents&type=retrieve&tabID=T002&prodId=AONE&docId=A206152974&source=gale&srcprod=AONE&userGroupName=novaseu_main&version=1.0 Shen, P. D., Lee, T. H., and Tsai, C. W. (2007). Applying web-enabled problem-based learning and self-regulated learning to enhance computing skills of Taiwan’s vocational students: A quasi-experimental study of a short-term module. Electronic Journal of e-Learning, 5 (2):147–156. Retrieved from http://www.ejel.org/Volume-5/v5-i2/Shen.pdf Whipp, J., & Chiarelli, S. (2004). Self-Regulation in a Web-Based Course: A Case Study. Educational Technology Research and Development, 52(4), 5-22. Retrieved from http://www.jstor.org/stable/30220400

Contact(s) for this Effective Practice
Effective Practice Contact: 
Frances Rowe
Email this contact: 
frowe@quinnipiac.edu