Facilitating goal setting and planning to enhance online self-regulation of learning

Jacqueline Wong*, Martine Baars, Min He, Björn B. de Koning, Fred Paas

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

13 Citations (Scopus)
14 Downloads (Pure)

Abstract

Online learning environments demand learners to self-regulate their learning but many learners are poor at self-regulated learning (SRL). In this paper, two studies were conducted to examine the effect of two SRL supports, i.e., guiding goal setting and planning using an approach known as mental contrasting and implementation intentions (MCII) and prompting SRL using videos, on motivation in the form of task value and self-efficacy, SRL in the form of persistence, task strategies, self-evaluation, and self-satisfaction, student engagement, performance, and goal attainment. In Study 1, a two (MCII, no MCII) by two (prompt, no prompt) between-subjects controlled experiment was conducted in an online video-based learning environment. Results showed that learners who completed the MCII had more sustained task value and higher persistence than learners who did not receive the MCII. Study 2 was conducted in five Massive Open Online Courses where we compared three conditions: MCII, goal only, and control. Results showed that there were no significant differences in SRL activities, course engagement and performance, and goal attainment among the three conditions. Collectively, the results suggest that the task duration in which learners’ goals can be attained (e.g., within one short session or over multiple weeks) might influence the effectiveness of MCII.

Original languageEnglish
Article number106913
JournalComputers in Human Behavior
Volume124
DOIs
Publication statusPublished - Nov 2021

Bibliographical note

Funding Information:
The authors would like to thank Drs. K. Stabel, Dr. T. K. de Mey, and the MOOC instructors of the five MOOCs examined in this study for their support in the implementation of the study. The study is funded by the Leiden-Delft-Erasmus Centre for Education and Learning (LDE-CEL).

Publisher Copyright:
© 2021 The Author(s)

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