Abstract
While self-regulated learning is a standard model for online coursework, this approach emphasizes the applicability of Learning Management System (LMS) usage in face-to-face and hybrid course formats. Self-regulated learning has become an important component of education, both as a primary tool in online coursework and as a supplemental resource in face-to-face courses. (Boekaerts, 1999). Yet despite its importance, research suggests that rather than utilizing the full potential of learning management and course management systems, instructors primarily use LMS and CMS as a delivery mode for course content (Boekarts, 1997; Vovides et al., 2007). Such underutilization not only minimizes the capacities of such systems, but limits the opportunities for students to engage in multimodal self-regulated learning. This paper offers three specific techniques to improve self-regulated learning via LMS: flipped learning, chunking, and micro-learning. Research findings have led to support for each of the above-mentioned techniques (Nwosisi et al., 2016; Miller, 1956; Major & Calandrino, 2018). The authors provide examples of techniques used in their own courses, how each facilitates self-regulated learning, and how utilizing the full capabilities of learning management systems engages students in multimodal self-regulated learning. Common findings and recommendations will also be noted, with the goal of providing a framework for instructors to apply each technique via learning management systems in their own courses.
Highlights
Students who attend institutions of higher learning are often required to use a learning management system (LMS)
While we offer a few examples here of ways to more fully utilize an LMS that should integrate with almost any approach to instruction, the possibilities are endless
For any course we suggest a synthesis of known effective teaching techniques along with a deeper use of the LMS
Summary
Self-regulated learning has become an important component of education, both as a primary tool in online coursework and as a supplemental resource in traditional face-to-face courses (Boekaerts, 1999). Boekaerts (1997, p. 161) defined this learning style as “a complex interactive process involving cognitive self-regulation and motivational self-regulation.” At its core it involves teaching students how to teach themselves, which educators and practitioners both view as a vital skill in the workforce. Flipped learning has become a widely accepted learning model in higher education It pairs well with LMSs because the systems provide a delivery mode for course content and because flipped learning utilizes the various components typically found in the systems (modules, library resources, online lectures, videos, discussion boards, etc.) to aid in the self-regulated learning process. Because of the overlap between flipped learning and chunking, the two techniques work well together, further maximizing the capacities of LMSs. Borrowing from Miller’s (1956) concept of chunking, microlearning, sometimes referred to as bite-sized learning, is an approach in which students are exposed to and learn course content in “nuggets that are just the right size for cognitive processing” Major & Calandrino, 2018). Most of these introductory tasks take very little time and will set the stage for enhancing students’ independent efforts on formal assignments in class
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