Adapting Pink Time to Promote Self-Regulated Learning across Course and Student Types

Autor/inn/en	Baird, Timothy D.; Kniola, David J.; Carlson, Kimberly A.; Russell, Donald G.; Hartter, Joel; Rogers, Sarah; Tise, Joseph
Titel	Adapting Pink Time to Promote Self-Regulated Learning across Course and Student Types
Quelle	In: International Journal of Teaching and Learning in Higher Education, 32 (2020) 1, S.49-63 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Independent Study; Student Attitudes; Assignments; Universities; Grades (Scholastic); Self Evaluation (Individuals); Student Behavior; Success; Teaching Methods; Course Descriptions; Graduate Students; Undergraduate Students; Persistence; Student Motivation; Learning Motivation + Suchen Sie Ihr Suchwort? Selbststudium; Schülerverhalten; Assignment; Auftrag; Zuweisung; University; Universität; Notenspiegel; Student behaviour; Erfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Kursstrukturplan; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausdauer; Schulische Motivation; Motivation for studies; Lernmotivation
Abstract	To explore new opportunities to promote self-regulated learning (SRL) across a variety of contexts, this study applies a novel assignment called Pink Time in seven different courses at two universities. The assignment asks students to "skip class, do anything you want, and give yourself a grade." In each case, instructors adapted Pink Time to fit the needs of their course. Altogether, 165 students completed 270 self-directed projects and self-assessments targeting five component behaviors of SRL. Findings show that: (1) students were more likely to perceive success in certain behaviors of SRL than in others; (2) students' perceptions across courses were similar for some behaviors but not others; and (3) subsequent iterations of the assignment supported higher perceived measures of some SRL behaviors but not others. Together these findings illustrate the value and flexibility of this progressive assignment as well as persistent challenges in supporting students' SRL. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01