Can Blended Learning Enhance Students' Tendency to Regulate Their Own Learning?: An Experience From Pedagogical Experiments

Can Blended Learning Enhance Students' Tendency to Regulate Their Own Learning?: An Experience From Pedagogical Experiments

Aweke Shishigu (Addis Ababa University, Ethiopia), Kassa Michael (Addis Ababa University, Ethiopia) and Mulugeta Atnafu (Addis Ababa University, Ethiopia)
Copyright: © 2019 |Pages: 27
DOI: 10.4018/978-1-5225-8018-8.ch003

Abstract

As the nexus between personalized learning and technology-mediated learning, self-regulated learning is a topic of great research interest and a range of issues are still open for investigation. There is a substantial interest in the instructional tools supporting SRL in digital learning environment. In this chapter, the authors present an empirical evidence of self-regulated learning experiences dwelled in a blended learning environment in higher education. In this particular context, the experiences obtained from two intervention groups who engaged in the same blended learning course were examined. The purpose is to provide an insight regarding the current trajectories of learning in terms of student-centered approach with relation to emerging pedagogical practice. Results show that pedagogical approach does not guarantee a pleasingly improved learning; rather, there is a need for additional mechanism that might raise students' interest. Subsequently, imperative implications for educators, researchers, and curriculum developers are forwarded.
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Self-Regulated Learning

Self-regulated learning refers to the process through which learners systematically direct their thoughts, feelings, and actions toward the attainment of their goals (Rajabi, 2012). Thus, it can be described as a goal-oriented process of active and constructive knowledge acquisition, involving the guided interaction of an individual’s cognitive and motivational resources(Boekaerts & Corno, 2005). Self-regulated learning (SRL) is also taken as an academically effective form of learning; because, if self-regulated learners encounter obstacles such as poor study conditions, confusing teachers or complex texts, they find a way to succeed(Zimmerman, 2002). In terms of metacognitive process, self-regulated learners plan, set goals, organize, self-monitor and self-evaluate at various points during the process of acquisition(Zimmerman, 1990). In doing this, they become self-aware, well-informed and decisive in their approach to learning.

Key Terms in this Chapter

Face-to-Face Learning Environment: It is taken as the traditional classroom environment (the usual chalk and talk).

Technology: It is a tool that assists the learning process with mechanical manipulations of contents. It is effective in terms of saving time, clarity of contents, simulations, and speedy communication.

Web-Based Learning Environment: It is a learning platform in which instruction is delivered over the internet.

Blended Learning Pedagogy: Is an instructional approach that combines the face-to-face and computer-mediated instruction.

Self-Regulation: Is the learner’s ability to understand own affective actions and reactions, recognize, and control one’s own environmental conditions.

Mathematics E-Learning: Refers to the use of mathematical software and the internet to deliver and facilitate instruction of mathematics related courses.

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