The University of Southampton
University of Southampton Institutional Repository

Computer support for self-regulated student learning in individual project-based settings

Computer support for self-regulated student learning in individual project-based settings
Computer support for self-regulated student learning in individual project-based settings
Higher education increasingly emphasises the importance of learner self-regulation and autonomy. Self-regulated learners are active participants in their own learning and employ strategies for sustaining motivation, metacognitive thinking, and self-monitoring. This work identifies four central aspects which are investigated in an individual project based learning setting, namely motivation, time management, progress awareness, and monitoring. Monitoring is the key driver of learner self-regulation. Time management has proven to enhance perceived control over time, health, and academic achievement. Progress awareness supports learner self-observation and self-evaluation. Finally, monitoring is the process of generating feedback both internally (own feedback) and externally (from others). In this work, a 17-week quasi-experimental study involving 378 participants was conducted, preceded by a less successful trial. The study employed a web-based monitoring system, combined with a monitoring scheme in the context of Master of Science (MSc) summer projects in the School of Electronics and Computer Science at the University of Southampton, implementing a set of features for each learning aspect. In the monitoring scheme, monitors met with groups of students weekly to monitor project progress.

Feedback was submitted online by students, monitors, and supervisors. It is shown that there are positive and significant relationships between feature use and weekly student progress and motivation ratings, and also with their dissertation mark. This suggests that some system features enhanced student self-motivation beliefs, self observation, and self-reflection. Also, features were ranked as to their impact on student self-regulated learning, and a narrative case study exploring processes behind the effects is provided. High impact features were graphical student progress visualisations, a ranking table, the virtual project page listing past feedback and providing project management tools, and weekly progress feedback. Evidence for between-monitor effects on student dissertation mark as well as system use and successful system support for information exchange is also presented. The contribution of this thesis is novel and noteworthy since it (1) shows the effects of web-based monitoring features on self-regulated learning, (2) shows how features can be used for implementing principles of good practice, and (3) draws on the effect of monitors in the context of this study.
Rebenich, Till
c1823f89-b795-44ed-be3c-b11cfda30bba
Rebenich, Till
c1823f89-b795-44ed-be3c-b11cfda30bba
Gravell, Andrew
f3a261c5-f057-4b5f-b6ac-c1ca37d72749
Tiropanis, Athanassios
d06654bd-5513-407b-9acd-6f9b9c5009d8

(2012) Computer support for self-regulated student learning in individual project-based settings. University of Southampton, Faculty of Physical and Applied Sciences, Doctoral Thesis, 319pp.

Record type: Thesis (Doctoral)

Abstract

Higher education increasingly emphasises the importance of learner self-regulation and autonomy. Self-regulated learners are active participants in their own learning and employ strategies for sustaining motivation, metacognitive thinking, and self-monitoring. This work identifies four central aspects which are investigated in an individual project based learning setting, namely motivation, time management, progress awareness, and monitoring. Monitoring is the key driver of learner self-regulation. Time management has proven to enhance perceived control over time, health, and academic achievement. Progress awareness supports learner self-observation and self-evaluation. Finally, monitoring is the process of generating feedback both internally (own feedback) and externally (from others). In this work, a 17-week quasi-experimental study involving 378 participants was conducted, preceded by a less successful trial. The study employed a web-based monitoring system, combined with a monitoring scheme in the context of Master of Science (MSc) summer projects in the School of Electronics and Computer Science at the University of Southampton, implementing a set of features for each learning aspect. In the monitoring scheme, monitors met with groups of students weekly to monitor project progress.

Feedback was submitted online by students, monitors, and supervisors. It is shown that there are positive and significant relationships between feature use and weekly student progress and motivation ratings, and also with their dissertation mark. This suggests that some system features enhanced student self-motivation beliefs, self observation, and self-reflection. Also, features were ranked as to their impact on student self-regulated learning, and a narrative case study exploring processes behind the effects is provided. High impact features were graphical student progress visualisations, a ranking table, the virtual project page listing past feedback and providing project management tools, and weekly progress feedback. Evidence for between-monitor effects on student dissertation mark as well as system use and successful system support for information exchange is also presented. The contribution of this thesis is novel and noteworthy since it (1) shows the effects of web-based monitoring features on self-regulated learning, (2) shows how features can be used for implementing principles of good practice, and (3) draws on the effect of monitors in the context of this study.

PDF
__soton.ac.uk_ude_PersonalFiles_Users_slb1_mydocuments_T_REBENICH_PhD_2012.pdf - Other
Download (3MB)

More information

Published date: July 2012
Organisations: University of Southampton, Electronics & Computer Science

Identifiers

Local EPrints ID: 341431
URI: http://eprints.soton.ac.uk/id/eprint/341431
PURE UUID: 0276663e-42f1-4c43-a664-0f826949b7a8
ORCID for Athanassios Tiropanis: ORCID iD orcid.org/0000-0002-6195-2852

Catalogue record

Date deposited: 01 Jul 2013 13:36
Last modified: 06 Jun 2018 12:36

Export record

Contributors

Author: Till Rebenich
Thesis advisor: Andrew Gravell
Thesis advisor: Athanassios Tiropanis ORCID iD

University divisions

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of http://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×