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

Daniel F O Onah,Jane E Sinclair,Elaine L L Pang

doi:10.1007/s10639-020-10172-w

Abstract

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.

Highlights

We present literature that shows the implication of self-directed (SDL) and selfregulated learning (SRL) from different perspectives and relate this to their similarities and differences
Little research reports and articles are emerging on the effect of applying massive open online courses (MOOCs) as an environment for blended-learning classroom activities and online learning (Broadbent 2017)
This research has applied an exploratory perspective of a theoretical framework to investigate the SRL skills adopted by different categories of undergraduate students

Summary

Introduction

We present literature that shows the implication of self-directed (SDL) and selfregulated learning (SRL) from different perspectives and relate this to their similarities and differences. In blended-learning environments, few institutional concepts have been seen to motivate independent learning among undergraduate students (Pardo et al 2017). Some of the undergraduate students in this study have not really participated in a blended-learning course before. This study provides the opportunity for the students to prepare and study independently before the blended-classroom seminars. Our study further explores the challenges of undergraduates self-directing their studies. We compare the findings from the blended-learning seminars and conventional classroom seminars between different cohorts of undergraduate students. The students in blended-learning course were supported to direct their choice of path with the functionalities of the online course platform. In the case of the traditional setting, students study in a classroom lecture format where they are instructed and interact in group discussions, class exercises and competitions to support them

Methods

Results

Conclusion