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The Impact of Lecture Webcasts and Student Self-Regulated LearningOn Academic Outcomes
Nima Hejazifar, M.Sc.
Applied Modelling and Quantitative Methods
Trent University
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This talk presents an exploratory model of self-regulation in a blended learning environment
1. Blended Learning 2. Self-Regulated Learning
3. Evaluation of Blended Learning at Trent University
4. The Exploratory Model of Self-Regulation and Webcasting
Online
Face to Face
Blended Learning+
Forethought Phase
Performance Phase
Self-Reflection
Phase
Motivational Factors
Cognitive Factors
Behavioural Factors
Webcast Viewing
Final Grades
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Online learning
Face to face learning
+
Blended learning is the combination of online and face-to-face learning
Blended learning 30 to 79% of the contents
online
80+% of the contents online
traditional or web facilitated (1 to 29% of the contents online)
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Online learning
Face to face
learning
+Blended learning
It is very important for instructors to have a clear objective when introducing blended learning to students
Categories of Blended Learning
Enabling blends
Enhancing blends
Transforming blends
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Blended learning provides the best of both worlds
Online learning
Face to face
learningBlended learning
Control the pacing and location of learning
Flexibility to Review material
Advantages
DisadvantageProcrastination
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Using the social cognitive view of self-Regulated learning to examine academic performance in a blended setting
Performance Phase
Self-Control
Self-Observation
Forethought Phase
Self-motivation beliefs
Task analysis
Self-reflection Phase
Self-judgment
Self-reaction
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Forethought Phase refers to processes that take place before efforts to learn
Forethought PhaseTask Analysis
Goal SettingStrategic planning
Self-Motivation Beliefs Self-efficacy
Outcome expectation Intrinsic interest/value
Learning goal orientation
Forethought Phase
Performance Phase
Self-Reflection Phase
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Forethought Phase
Performance Phase
Self-Reflection Phase
Performance PhaseSelf-Control
ImagerySelf-instruction
Self-Observation
Self-experimentation Self-recording
Attention focusing Task strategies
Performance phase refers to the processes that take place during the application of behaviour
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Self-reflection phase refers to processes that take place after each learning effort
Forethought Phase
Performance Phase
Self-Reflection Phase
Self-Reflection PhaseSelf-judgment Self-evaluation
Causal attributionSelf-Reaction
Adaptive/defensive Self-satisfaction/affect
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To date, four specific self-regulatory dimensions are known to play a role in blended settings
Intrinsic goal orientation
Self-efficacy
Time and environment management
Help seeking
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Webcast was selected as the primary online tool for the introduction to psychology blended course at Trent University
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Methodology
451 students (340 female and 111 male)
Participants
Measures
Motivated Strategies for Learning Questionnaire (MSLQ)
Participants’ viewing time for each lecture
Final grade in the course
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Students viewed the webcasts either immediately after the lectures or a few days prior to the final exam
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Webcast Viewing and Academic Outcome
Students welcomed the addition of webcasts into the course
Overall, webcast viewing was significantly and positively associated with students’ academic outcomes
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This study was one of the first studies to explore the role previously unexplored self-regulatory variables in a blended learning course
Effort regulation
Peer learning
Test anxiety
Task value
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Task value
Intrinsic
Self-efficacy
Manage
Effort
Help-seeking
Peer learning
Test anxiety
Overall viewing
Final grade
-.06-.07
.37*** .16*
-.32***
.33***
-.09
-.09
-.05
.28***
.09 .84*
Solid Lines Represent Significant Path Coefficients. Dashed lines Depict Significant Correlations When No Significant Path Coefficients Exist., *p < 0.05; **p < 0.01; ***p < 0.001.
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This study is an important addition to the very limited but growing field of research examining self-regulated learning in blended learning environments
Motivational Factors
Cognitive Factors
Behavioural Factors
Webcast Viewing
Final Grades
Low SRL can benefit if they direct effort and are driven by intrinsic rewards
Students view immediately after lecture or a few days before exam
Questions?
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References
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41, 64-70.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385-407.
Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. L. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813.
Allen, I. E., & Seaman, J. (2010). Learning on demand: Online education in the United States, 2009. Needham, MA: Sloan Center for Online Education.
Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. Bonk & C. Graham (Eds.), The Handbook of Blended Learning: Global perspectives, local designs. San Francisco, CA: Pfeiffer
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Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45, 166-183.