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Developing Students' Self-Regulation Skills Within and Outside Academic Modules

Developing Students' Self-Regulation Skills Within and Outside Academic Modules

Peng Cheng Wang, Eric C. P. Chua, Karin Avnit, Sok Mui Lim
Copyright: © 2023 |Pages: 17
ISBN13: 9781668465004|ISBN10: 1668465000|EISBN13: 9781668465011
DOI: 10.4018/978-1-6684-6500-4.ch014
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MLA

Wang, Peng Cheng, et al. "Developing Students' Self-Regulation Skills Within and Outside Academic Modules." Supporting Self-Regulated Learning and Student Success in Online Courses, edited by Danny Glick, et al., IGI Global, 2023, pp. 304-320. https://doi.org/10.4018/978-1-6684-6500-4.ch014

APA

Wang, P. C., Chua, E. C., Avnit, K., & Lim, S. M. (2023). Developing Students' Self-Regulation Skills Within and Outside Academic Modules. In D. Glick, J. Bergin, & C. Chang (Eds.), Supporting Self-Regulated Learning and Student Success in Online Courses (pp. 304-320). IGI Global. https://doi.org/10.4018/978-1-6684-6500-4.ch014

Chicago

Wang, Peng Cheng, et al. "Developing Students' Self-Regulation Skills Within and Outside Academic Modules." In Supporting Self-Regulated Learning and Student Success in Online Courses, edited by Danny Glick, Jeff Bergin, and Chi Chang, 304-320. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-6500-4.ch014

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Abstract

COVID-19 has accelerated the adoption of online learning, and the authors' university (like many others) is settling into a blended learning approach. In this chapter, the authors share their experiences in improving students' self-regulation of online learning. The first learning experience for most students at the Singapore Institute of Technology is in online, self-paced courses in Mathematics, Physics, and Chemistry. Beyond content, these courses provide students opportunities to embrace the ‘norm' of self-paced, self-directed online learning and to expose and encourage them to develop self-regulation skills. Students are required to self-assess and refer to different learning resources independently, based on their identified needs. The authors have also developed another intervention based on Zimmerman's self-regulated learning model, guiding students to plan, monitor, and adjust their learning plans and develop self-efficacy through this process. For students to transfer these skills into their actual studies, the authors provide individual coaching sessions to facilitate students' implementation.

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