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How to facilitate self-regulated learning? A case study on open educational resources

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Abstract

This paper investigates the students’ self-regulated learning in elementary education when traditional teaching method, which is teacher centered in a classroom, is replaced with a blended approach enriched with open educational resources. Various open educational resources such as videos, simulations, and learning games are readily available on the Web. In addition, mobile and classroom technologies, such as portable devices can be considered as teaching tools in education. The good use of these educational resources and technologies can not only assist students’ formal classroom learning but also cultivate the self-regulated learning of students. The i-Classroom implemented in an elementary school adopted a new teaching method, which made use of the online educational resources and information technology, to achieve this goal. Three surveys (Sample size N = 149, N = 168, N = 150) were conducted to investigate the effectiveness of promoting three key aspects of self-regulated learning: learning motivation, planning and management, and self-monitoring. Focus group interviewed was also carried out to collect the feedback in i-classroom learning. The results show that i-Classroom can help students to enhance their ability in self-regulated learning.

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Notes

  1. www.moodle.org.

  2. www.blackboard.com.

  3. www.schoology.com.

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Acknowledgements

The work described in this paper was partially supported by a grant from the RGC of the HKSAR, China (UGC/IDS16/15). Haoran Xie’s work in this paper has been supported by the Individual Research Scheme of the Dean’s Research Fund 2017–2018 (FLASS/DRF/IRS-8), Seed Fund (SFG-6), and Top-up Fund (TFG-3) for General Research Fund/Early Career Scheme of the 2018 Dean’s Research Fund to MIT Department of The Education University of Hong Kong. Di Zou’s work has been supported by the Standing Committee on Language Education and Research, Education Bureau (EDB(LE)/P&R/EL/175/2) and the Funding Support to ECS Proposal Rated 3.5 (RG16/2018-2019R), The Education University of Hong Kong. A preliminary version of this article has been published in the 2018 International Symposium on Educational Technology (Wong et al. 2018b). This article has been extensively rewritten and extended by adding sufficient new contents and findings according to regulations of the Journal of Computers in Education. The authors would also like to thank Miss Shirley Chan of S.T.W Dr. Catherine F. Woo Memorial School, Hong Kong, for her coordination and contribution.

Author information

Authors and Affiliations

  1. Department of Computing Studies and Information Systems, Douglas College, New Westminster, Canada

    Tak-Lam Wong

  2. Department of Mathematics and Information Technology, The Education University of Hong Kong, Hong Kong, China

    Haoran Xie

  3. Department of English Language Education, The Education University of Hong Kong, Hong Kong, China

    Di Zou

  4. School of Science and Technology, The Open University of Hong Kong, Hong Kong, China

    Fu Lee Wang & Jeff Kai Tai Tang

  5. Department of Communication Design and Digital Media, Hong Kong Design Institute, Hong Kong, China

    Anthony Kong

  6. The Open University of Hong Kong, Hong Kong, China

    Reggie Kwan

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  1. Tak-Lam Wong
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  2. Haoran Xie
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  3. Di Zou
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  4. Fu Lee Wang
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  5. Jeff Kai Tai Tang
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  6. Anthony Kong
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Correspondence to Di Zou.

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Appendix A: Questionnaire

Appendix A: Questionnaire

figure a

Choose the best option in the following statement:

  

Strongly agree

Agree

Neutral

Disagree

Strongly disagree

1.

I know what I need to learn

     

2.

Regardless of the results or effectiveness of my learning, I still like learning

     

3.

I strongly hope to constantly improve and excel in my learning

     

4.

My successes and failures inspire me to continue learning

     

5.

I enjoy finding answers to questions

     

6.

I will not give up learning because I face some difficulties

     

7.

I can proactively establish my learning goals

     

8.

I know what learning strategies are appropriate for me in reaching my learning goals

     

9.

I set the priorities of my learning

     

10.

I am able to follow my own plan of learning

     

11.

I am good at arranging and controlling my learning time

     

12.

I know how to find resources for my learning

     

13.

I can connect new knowledge with my own personal experiences

     

14.

I understand the strengths and weakness of my learning

     

15.

I can monitor my learning progress

     

16.

I can evaluate on my own my learning outcomes

     

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Wong, TL., Xie, H., Zou, D. et al. How to facilitate self-regulated learning? A case study on open educational resources. J. Comput. Educ. 7, 51–77 (2020). https://doi.org/10.1007/s40692-019-00138-4

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