Improving Self-Regulated Learning through Personalized Weekly e-Learning Journals: A Time Series Quasi-Experimental Study

Australian Business Education Research Association. PO Box 408, Mapleton, Queensland 4560, Australia. e-mail: [email protected]; Web site: http://www.ejbest.org/

Y

16

Self Management; Individualized Instruction; Student Journals; Undergraduate Students; Electronic Learning; Student Improvement; Scaffolding (Teaching Technique); Cues; Reflection; Integrated Learning Systems; Metacognition; Learning Strategies; Questionnaires; Instructional Effectiveness; Time Management

1835-9132

This study provides an insight into using personalized weekly e-Learning Journals to improve self-regulated learning (SRL) of university students. Quasi-experimental method with time series data analysis was used. Pre and post-tests together with time series data over an intervention period on SRL were collected. 54 students in an undergraduate course wrote personalized weekly e-Learning Journals (e-LJs) in the Learning Management System (LMS) over a 10-week period. The e-LJs contained selfreflection prompts designed according to the course curriculum activities and assessments to scaffold students' SRL. It was found that students' SRL improved significantly over the intervention period. The time series data on SRL shows that students' SRL varied according to the timing of assessments. Academic staff can help university students improve their SRL by providing personalized weekly e-LJs that contained self-reflection prompts. These prompts need to be personalized according to the course curriculum activities and assessments.

As Provided

2020

EJ1239150