TY - JOUR

T1 - Cognitive optimism of distinctive initiatives to foster self-directed and self-regulated learning skills

T2 - A comparative analysis of conventional and blended-learning in undergraduate studies

AU - Onah, Daniel F. O.

AU - Pang, Elaine Ling Ling

AU - Sinclair, Jane Elizabeth

PY - 2020/9/1

Y1 - 2020/9/1

N2 - 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 andverification. The second case study was with a final year undergraduate studentin Education Studies. The students studied and engaged with the course contentusing their initiative and directing their learning approaches.

AB - 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 andverification. The second case study was with a final year undergraduate studentin Education Studies. The students studied and engaged with the course contentusing their initiative and directing their learning approaches.

KW - Cognitive initiative

KW - Independent learning

KW - Self-regulated learning

KW - MOOC

KW - Conventional learning

KW - Blended-learning

KW - Motivation

KW - Strategies of self-regulation

U2 - 10.1007/s10639-020-10172-w

DO - 10.1007/s10639-020-10172-w

M3 - Journal article

VL - 25

SP - 4365

EP - 4380

JO - Education and Information Technologies

JF - Education and Information Technologies

SN - 1360-2357

IS - 5

ER -