Supporting Student Self-Regulation: In a Blended, Flipped Learning Format

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Author(s): Jane Kenney (West Chester University of Pennsylvania, USA)and Ellen Newcombe (West Chester University of Pennsylvania, USA)
Copyright: 2018
Pages: 17
Source title: Online Course Management: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-5472-1.ch068

Keywords: Curriculum Development and Instructional Design / Education / Educational Technologies / Information Science Reference

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Abstract

Research studies are discovering the importance of self-regulation for successful online learning. Self-regulation requires learners to be actively involved in the management of their learning and includes setting, monitoring, and evaluating learning goals, and making any necessary modifications to learning strategies (Zimmerman, 2008). This chapter discusses students' perceptions of the effectiveness of different types of learning supports that the authors used in a blended, flipped undergraduate education course to help students with self-regulation. The perceptions of high and low self-regulated students are compared and recommendations made about what supports to include when designing an online course to ensure successful learning.

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Supporting Student Self-Regulation: In a Blended, Flipped Learning Format

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