Promoting Deep Learning Through Use of Effective Self-Regulated Learning Strategies in Online Learning

• In Event: 26.028 - Strategies and Tools for Improving Student Learning and Self-Regulation in Blended/Flipped Learning Environments

Abstract

Evidence shows that students go online to access information more than any other information source (Walraven, Brand-Gruwel, & Boshuizen, 2009). Project Tomorrow (2013) survey results demonstrate students’ motivation to use online learning environments but recent research has suggested that students do not make effective use of these online learning environments to support robust knowledge gain (e.g., Azevedo, Guthrie, & Seibert, 2004b; Goldman, Braasch, Wiley, Graesser, & Brodowinska, 2012). This research proposes that the lack of deep learning in online learning environments is due to learners’ use of ineffective self-regulated learning strategies. This experiment investigated the impact of an online learning interface on learners’ use of effective self-regulated learning (SRL) strategies.

Authors

• Lisa A Ferrara, University of Utah

• Kirsten R. Butcher, University of Utah