Remember Me
Or use your Academic/Social account:


Or use your Academic/Social account:


You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.


Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message


Verify Password:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Languages: English
Types: Unknown
Subjects: LB

Classified by OpenAIRE into

Online systems such as massive open online courses (MOOCs) are new innovative learning technology in education. With the proliferation of MOOC systems, little has been mentioned about blended MOOC system and how it enhances students’ performance. Blended classroom is a form of learning taking place between two different activities of which one is online and the other is traditional teaching method using bricks and mortal classroom settings. This study reveals the effectiveness of blended classroom teaching for an undergraduate course. The module was embedded in an eLDa MOOC platform, which is a platform for delivery computing concepts, and Python programme course. This research aims to investigate students’ perceptions of self-regulated learning (SRL) habits. A multi-dimensional survey was designed to evaluate each aspect of SRL skills, motivation and attaining better grades within the course. This research analysis explores (a) cognitive process of students improving their self-regulated learning skills (b) potential of students’ preparedness and motivation to engage with the course content in a blended context (c) potential difference in addressing the relation among the methods of engagement and achievement in their weekly assessment results. The research applied an online self-regulated learning questionnaire (OSLQ) as the instrument for measuring the self-regulated learning skills of the students in the learning platform environment. In relation to developing a revised OSLQ to address the use of the instrument to measure self-regulated learning in an online blended classroom context. Data collection process was conducted on a sample of first year undergraduate students who took a seminar module via a blended course format. The results indicate the level of self-regulated learning explored from the measure of the self-regulation in the blended learning environment in this study.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • [1] Ting, K. Y., & Chao, M. S. (2013). The application of self-regulated strategies to blended learning. English Language Teaching, 6(7), p26.
    • [2] Fournier, H., Kop, R., and Sitlia, H. (2011). “The value of learning analytics to networked learning on a personal learning environment”, First International Conference on Learning Analytics and Knowledge 2011, Banff, Alberta, Canada, February 27-March 1, 2011.
    • [3] Zimmerman, B. (2000). Attaining self-regulation. A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press.
    • [4] Dweck, C., & Grant, H. (2008). Self-theories, goals and meaning. In J. Shah, & W. Gardner (Eds.), Handbook of Motivation Science. New York: The Guildford Press.
    • [5] Perry, N. E. (1998). Young children's self-regulated learning and contexts that support it. Journal of Educational Psychology, 90, 715-29. http://dx.doi.org/10.1037/0022-0663.90.4.715
    • [6] Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology, 54, 267-99.
    • [7] Zimmerman, B. (1998). Academic studying and the development of personal skill: A self-regulatory perspective. Educational Psychologist, 33(2).
    • Lynch, R., & Dembo, M. (2004). The relationship between selfregulation and online learning in a blended learning context. The International Review of Research in Open and Distributed Learning, 5(2).
    • Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459-470.
    • [10] Milligan, C., Littlejohn, A., & Hood, N. (2016). Learning in MOOCs: A comparison study. Proceedings of the European Stakeholder Summit on experiences and best practices in and around MOOCs (EMOOCS 2016), 15.
    • [11] Broad, M. (1999). The dynamics of quality assurance in online distance education. Electronic Journal of Instructional Science and Technology, 3(1), 12-21.
    • [12] Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S. L. (2009). Measuring self-regulation in online and blended learning environments. The Internet and Higher Education, 12(1), 1-6.
    • [13] Cunningham, C. A., & Billingsley, M. (2002). Curriculum webs: A practical guide to weaving the web into teaching and learning. Allyn & Bacon, Inc..
    • [14] McManus, T. F. (2000). Individualizing instruction in a web-based hypermedia learning environment: Nonlinearity, advance organizers, and self-regulated learners. Journal of Interactive Learning Research, 11(2), 219.
    • [15] Bowen, V. S. (1995). The relationship of locus of control and cognitive style to self-instructional strategies, sequencing, and outcomes in a learner-controlled multimedia environment.
    • [16] Bandura, A. (1991). Social cognitive theory of self-regulation. Organisational behaviour and human decision processes, 50(2), 248 - 287.
    • [17] Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
    • [18] Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc.
    • [19] Bandura, A. (2002). Social foundations of thought and action. The health psychology reader, 94-106.
    • [20] Shea, P., & Bidjerano, T. (2010). Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments. Computers & Education, 55(4), 1721-1731.
    • [21] Winters, F. I., & Azevedo, R. (2005). High-school students' regulation of learning during computer-based science inquiry. Journal of Educational Computing Research, 33(2), 189-217.
    • [22] Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.
    • [23] Rovai, A. P., & Jordan, H. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. The International Review of Research in Open and Distributed Learning, 5(2).
    • [24] Graham, C. R. (2006). Blended learning systems. CJ Bonk & CR Graham, The handbook of blended learning: Global perspectives, local designs. Pfeiffer.
    • [25] Tallent-Runnels, M. K., Thomas, J., Lan, W. Y., Cooper, S., Ahern, T. C., & Xiaoming, L. (2006). New models of learning: A review of research on the use of technology in online courses. Review of Educational Research, 76(1), 93-135.
    • [26] Kramarski, B., & Gutman, M. (2006). How can self‐regulated learning be supported in mathematical e‐learning environments?. Journal of Computer Assisted Learning, 22(1), 24-33.
    • [27] Kramarski, B., & Mizrachi, N. (2006). Online discussion and selfregulated learning: Effects of instructional methods on mathematical literacy. The Journal of Educational Research, 99(4), 218-231.
    • [28] Lan, W. Y. (1996). The effects of self-monitoring on students' course performance, use of learning strategies, attitude, self-judgment ability, and knowledge representation. The Journal of Experimental Education, 64(2), 101-115.
    • [29] Orange, C. (1999). Using peer modeling to teach self-regulation. The Journal of Experimental Education, 68(1), 21-39.
    • [30] Chang, M. M. (2007). Enhancing web‐based language learning through self‐monitoring. Journal of Computer Assisted Learning, 23(3), 187- 196.
    • [31] Onah, D. F., & Sinclair, J. (2015). Learners expectations and motivations using content analysis in a MOOC. In EdMedia 2015-World Conference on Educational Media and Technology (Vol. 2015, No. 1, pp. 185-194). Association for the Advancement of Computing in Education (AACE).
    • [32] Mayes, T. and De Freitas, S. (2007) . 'Learning and e-learning the role of theory' in Rethinking pedagogy in the digital age ed. H. Beetham and R. Sharpe. Routledge: 13 - 25.
    • [33] Beetham, H., & Sharpe, R. (2007). Rethinking pedagogy for a digital age: Designing and delivering e-learning.
    • [34] Beetham, H., & Sharpe, R. (2013). Rethinking pedagogy for a digital age: Designing for 21st century learning. routledge.
    • [35] Biggs, J. B. (2011). Teaching for quality learning at university: What the student does. McGraw-Hill Education (UK).
    • [36] Lan, W. Y., Bremer, R., Stevens, T., & Mullen, G. (2004). Selfregulated learning in the online environment. In annual meeting American Educational Research Association, San Diego, California.
    • [37] Barnard, L., Paton, V., & Lan, W. (2008). Online self-regulatory learning behaviors as a mediator in the relationship between online course perceptions with achievement. The International Review of Research in Open and Distributed Learning, 9(2).
    • [38] Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing selfregulated learners: Beyond achievement to self-efficacy. American Psychological Association.
    • [39] Sharma, P., & Barrett, B. (2011). Blended learning: Using technology in and beyond the language classroom. Macmillan.
    • [40] Wang, M., Peng, J., Cheng, B., Zhou, H., & Liu, J. (2011). Knowledge Visualization for Self-Regulated Learning. Educational Technology & Society, 14(3), 28-42.
  • Inferred research data

    The results below are discovered through our pilot algorithms. Let us know how we are doing!

    Title Trust
  • No similar publications.

Share - Bookmark

Cite this article