New ways in fostering self-regulated learning at university

• Verfasst von: Butz, Sophie [VerfasserIn]
• Verfasst von: Bellhäuser, Henrik [VerfasserIn]
• Verfasst von: Karlen, Yves [VerfasserIn]
• Verfasst von: Hertel, Silke [VerfasserIn]
• Titel: New ways in fostering self-regulated learning at university
• Titelzusatz: how effective are web-based courses when compared to regular attendance-based courses?
• Verf.angabe: Sophie van der Beek, Henrik Bellhäuser, Yves Karlen, and Silke Hertel
• E-Jahr: 2020
• Jahr: [2020]
• Jahr des Originals: 2019
• Umfang: 13 S.
• Fussnoten: Gesehen am 20.04.2020
• Weitere Titel: Deutsche Zusammenfassung: Vermittlung von Selbstreguliertem Lernen im Studium: Wie wirksam sind E-Learning Veranstaltungen im Vergleich zu Präsenz-Seminaren?
• Titel Quelle: Enthalten in: Zeitschrift für pädagogische Psychologie
• Ort Quelle: Bern : Huber, 1995
• Jahr Quelle: 2020
• Band/Heft Quelle: 34(2020), 2, Seite 117-129
• ISSN Quelle: 1664-2910
• DOI: doi:10.1024/1010-0652/a000254
• Datenträger: Online-Ressource
• Sprache: eng
• K10plus-PPN: 1694964132

Abstract

. Self-regulated learning is essential for studying successfully at university. However, students often show deficits in their ability to learn in a self-regulated way. Consequently, it has become crucial to foster students' self-regulated learning at university. The effectiveness of such courses has primarily been investigated in regular class contexts that require physical attendance. However, web-based course formats are currently gaining in importance. Web-based courses have several advantages (e. g., that students can decide when and where they want to study). The question of whether a web-based course is as effective as an attendance-based one has yet to be answered. In a randomized intervention study (N = 186 university students) with two different treatments (attendance-based and web-based courses), it was investigated whether students in the web-based format profited to the same extent as students in the attendance-based course. Kirkpatrick's model was implemented for evaluation. The results showed that the students were very satisfied with both course formats, self-regulated learning was considered useful for studying, and the subjective and objective increases in learning were high. Furthermore, the results showed that self-regulated learning can be fostered in the web-based course as effectively as in the attendance-based course.