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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

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E-pub ahead of print
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<mark>Journal publication date</mark>12/04/2020
<mark>Journal</mark>Education and Information Technologies
Number of pages16
Pages (from-to)1-16
Publication statusE-pub ahead of print
Early online date12/04/20
Original languageEnglish

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.