Home > Research > Publications & Outputs > Cognitive optimism of distinctive initiatives t...

Electronic data


Text available via DOI:

View graph of relations

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

Research output: Contribution to Journal/MagazineJournal articlepeer-review

<mark>Journal publication date</mark>1/09/2020
<mark>Journal</mark>Education and Information Technologies
Issue number5
Number of pages16
Pages (from-to)4365–4380
Publication StatusPublished
Early online date12/04/20
<mark>Original language</mark>English


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.