Instructional Design Practices for Supporting Self-regulated Learning in Online and Hybrid Settings. Frances Rowe, M.Ed. Jennifer Rafferty, MA, M.Ed.

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1 Instructional Design Practices for Supporting Self-regulated Learning in Online and Hybrid Settings Frances Rowe, M.Ed. Jennifer Rafferty, MA, M.Ed.

2 Agenda 1. Discussion of self-regulation in everyday life and in academic settings 2. Key components of self-regulated learning (SRL) 3. Examples of instructional interventions 4. Case study

3 What does self-regulation look like in these cases?

4 What is self-regulation from the student perspective in an academic environment?

5 SRL Learner Strategies calendars and organizers self-imposed deadlines reducing distractions printing out and marking up instructional materials note taking keeping records of completed assignments

6 and in cyberspace? daily logons to course Web site creating a psychological space like it is being in the classroom weekly plans for coordinating offline and online work planning for technical problems drawing on other students posts as models composing posts offline and then copying and pasting into the online forum tracking the number of comments or replies received on postings Re-reading and editing posts so that other students will want to comment frequent checks of the electronic grade book backing up any assignments submitted or posted to the LMS reaching out to others to help them keep motivated

planning for technical problems drawing on other students posts as models composing posts offline and then copying and pasting into the online forum

7 What are the key components of selfregulated learning (SRL)? Cognitive - refers to any learning strategies used to accomplish a given task Meta-cognitive - the knowledge and self awareness students have to monitor their understanding and cognitive processes Motivational - the will to learn and students confidence in their ability to organize tasks and make judgments in executing the necessary course of action to achieve explicit types of outcomes

self awareness students have to monitor their understanding and cognitive processes Motivational - the will to

8 EXAMPLES OF SRL INSTRUCTIONAL INTERVENTIONS

9 Syllabus - Table of Assignment Deadlines

10 Syllabus Scavenger Hunt

11 Course Overview Presentation

12 Prior Knowledge Survey

13 Study Habits Inventory

14 Reflection Activities What did I learn in this module? How did I learn the material? How confident am I about my knowledge of this module? What was challenging for me in learning the material? What strategies help me learn? What changes will I make in my approaches to studying for the next module?

15 Training on SRL QU Online & Learning Center Time Management Segments Ways to use these videos: Integrate into learning objectives Ask students to watch videos and take a quiz Create a discussion board activity that prompts students to discuss the video content Attach the video to instructor commentary when providing feedback

take a quiz Create a discussion board activity that prompts students to discuss

16 Case Study This case is from and an online, undergraduate, freshman English as a second language (ESL) writing class at a large university in the United States. The professor is from the Department of Modern Languages. The course had nine ESL students from different parts of the world with no prior experience with taking an online course. The case includes comments from students who either did or did not do so well in their online studies. After reading and reflecting on these comments, what instructional design suggestions would you make that could help students, particularly first-time online learners, better regulate their learning in order to improve their learning outcomes?

The course had nine ESL students from different parts of the world with no prior experience with taking an online course.

17 References & Photo Credits References: Rowe, F. A., & Rafferty, J. A. (2013). Instructional design interventions for supporting self-regulated learning: Enhancing academic outcomes in postsecondary e-learning environments. MERLOT Journal of Online Learning and Teaching, 9(4). Retrieved from Zhang, J. (2013) Learner agency, motive, and self-regulated learning in an online ESL writing class. Retrieved from: _learning_in_an_online_esl_writing_class Zimmerman, B. J., D. H. Schunk. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. Photo Credits: Z. Smith Reynolds Library (2007) Students Multi-task When Studying for Exams. Retrieved on April 7, 2014 from:

Retrieved from http://jolt.merlot.org/vol9no4/rowe_1213.pdf Zhang, J. (2013) Learner agency, motive, and self-regulated learning in an online ESL writing class. Retrieved from: http://www.iallt.

Instructional Design Interventions for Supporting Self-Regulated Learning: Enhancing Academic Outcomes in Postsecondary E-Learning Environments

Instructional Design Interventions for Supporting Self-Regulated Learning: Enhancing Academic Outcomes in Postsecondary E-Learning Environments Frances A. Rowe Director of Instructional Design and Technology