Cognitive Optimism of Distinctive Initiatives to Foster Self-Directed and Self-Regulated Learning Skills: A Comparative Analysis of Conventional and Blended-Learning in Undergraduate Studies

Autor/inn/en	Onah, Daniel F. O.; Pang, Elaine L. L.; Sinclair, Jane E.
Titel	Cognitive Optimism of Distinctive Initiatives to Foster Self-Directed and Self-Regulated Learning Skills: A Comparative Analysis of Conventional and Blended-Learning in Undergraduate Studies
Quelle	In: Education and Information Technologies, 25 (2020) 5, S.4365-4380 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-020-10172-w
Schlagwörter	Positive Attitudes; Blended Learning; Student Attitudes; Metacognition; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Independent Study; Undergraduate Students; Comparative Analysis; Online Courses; Mass Instruction; Case Studies; Conventional Instruction; Computer Security; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Selbststudium; Online course; Online-Kurs; Case study; Fallstudie; Case Study; Computervirus; Computersicherheit; Ausland; Großbritannien
Abstract	Independent learning in massive open online courses (MOOCs) requires considerable effort from the learners themselves. Blended-learning has been recognised to foster independent learning among undergraduate students. With the popularity of the blended-learning approach to teach in traditional educational settings, little has been mentioned on how cohesive this approach is in fostering self-directed learning and self-regulation among university students. This study hopes to explore undergraduate learners in their distinctive study patterns. The study was conducted to investigate a comparative study between students from two departments; Science and Social Science. The aim was to explore the students' self-directed and self-regulated learning skills in conventional classrooms and aspects of blended-learning embedded in a MOOC platform in two academic years for undergraduates at a top UK university. This study encompasses two case studies; firstly, a combine blended-learning seminar and a conventional seminar classes and a study undertaken with a student of English as a second language (ESL). The blended-learning students were participants who registered in a conventional university and took an optional module in computer security. The second group of students participated in a core module of logic and verification. The second case study was with a final year undergraduate student in Education Studies. The students studied and engaged with the course content using their initiative and directing their learning approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01