Digital Self-Regulation: Intervention Effects on SRL (Self-Regulated Learning) Behaviors in Community College STEM Education (Poster 16)

• In Event: AERA Poster Session Wednesday 12:40 p.m.
  In Poster Session: STEM and Digital Tools in Education

Abstract

This study examines the impact of Supplemental Instruction and Science of Learning interventions on digital learning behaviors and academic performance in a community college Anatomy course. Analyzing semester-long Learning Management System data from 192 students, we investigated digital engagement patterns, predictive relationships between behaviors and performance, and the mediating role of digital behaviors in intervention effectiveness. Results revealed significant differences in engagement patterns among intervention groups, with interventions increasing active learning and Self-Quizzing over time. Digital behaviors, particularly Self-Quizzing, significantly predicted academic performance and mediated intervention effects. These findings show how digital self-regulated learning behaviors change due to interventions and how those changes affect academic performance.

Authors

• Sirui Ren, University of North Carolina - Chapel Hill

• Matthew L. Bernacki, University of North Carolina - Chapel Hill

• Leiming Ding, University of North Carolina - Chapel Hill

• Jeff A. Greene, University of North Carolina - Chapel Hill

• Erin Windsor, College of Southern Nevada

• Jonathan C. Hilpert, University of Nevada - Las Vegas