The Impact of Lecture Webcasts and Student Self-Regulated LearningOn Academic Outcomes
Trent University
Dr. Brenda Smith-Chant
Nima Hejazifar, M.Sc.
Role of self-regulated learning in a blended learning environment
1. Blended Learning 2. Self-Regulated Learning
3. Evaluation of Blended Learning at Trent University
4. Self-Regulatory Factors Contributing To Webcast Viewing and Final Grades
Online
Face to Face
Blended Learning+
Forethought Phase
Performance Phase
Self-Reflection
Phase
Webcast Viewing
Final Grades
Motivational
Factors
Cognitive
Factors
Behavioural
Factors
Blended learning provides the best of both worlds
Online learning
Face to face
learningBlended learning
• Control the pacing and location of learning
Disadvantage
• Procrastination
50% of the course content was delivered in class (face-to-face)
50% of the course content was delivered online
Advantages
• Flexibility to Review material
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
Task Analysis
Self-motivation Beliefs
Self-judgment
Self-reaction
Self-reflection Phase
Intrinsic goal orientation
Time and environment management
Help seeking
Self-efficacy
Effort Regulation Previously unreported self-regulatory attribute in a blended course that uses webcasting as the primary online tool.
Methodology
• 449 students (338 female and 111 male)
Participants
Measures
• Motivated Strategies for Learning Questionnaire (MSLQ)
• Participants’ viewing time for each lecture
• Final grade in the course
Results and Discussion
• Students viewed the webcasts either immediately after the lectures or a few days prior to the exam
Results and Discussion
• Students use and like webcasts.
• Minutes viewed correlated with final grades (r = .22, p < .001).
• Viewing correlated:
Time management Effort regulation
• Significant predictors of Final grades:• Self-efficacy • effort regulation• intrinsic goal orientation • overall webcast viewing time
This study is an important addition to the very limited but growing field of research examining self-regulated learning in blended learning environments
Viewing associated with higher grades
above and beyond self-regulatory skills
Students view immediately after lecture or a few days before exam
Questions?
Webcast Viewing
Final Grades
Motivational
Factors
Cognitive
Factors
Behavioural
Factors
Time management
Effort regulation
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