The Impact of Lecture Webcasts and Student Self-Regulated LearningOn Academic Outcomes

Trent University

Dr. Brenda Smith-Chant

Nima Hejazifar, M.Sc.

Role of self-regulated learning in a blended learning environment

1. Blended Learning 2. Self-Regulated Learning

3. Evaluation of Blended Learning at Trent University

4. Self-Regulatory Factors Contributing To Webcast Viewing and Final Grades

Online

Face to Face

Blended Learning+

Forethought Phase

Performance Phase

Self-Reflection

Phase

Webcast Viewing

Final Grades

Motivational

Factors

Cognitive

Factors

Behavioural

Factors

Blended learning provides the best of both worlds

Online learning

Face to face

learningBlended learning

• Control the pacing and location of learning

Disadvantage

• Procrastination

50% of the course content was delivered in class (face-to-face)

50% of the course content was delivered online

Advantages

• Flexibility to Review material

Using the social cognitive view of self-Regulated learning to examine academic performance in a blended setting

Performance Phase

Self-Control

Self-Observation

Forethought Phase

Task Analysis

Self-motivation Beliefs

Self-judgment

Self-reaction

Self-reflection Phase

Intrinsic goal orientation

Time and environment management

Help seeking

Self-efficacy

Effort Regulation Previously unreported self-regulatory attribute in a blended course that uses webcasting as the primary online tool.

Methodology

• 449 students (338 female and 111 male)

Participants

Measures

• Motivated Strategies for Learning Questionnaire (MSLQ)

• Participants’ viewing time for each lecture

• Final grade in the course

Results and Discussion

• Students viewed the webcasts either immediately after the lectures or a few days prior to the exam

Results and Discussion

• Students use and like webcasts.

• Minutes viewed correlated with final grades (r = .22, p < .001).

• Viewing correlated:

Time management Effort regulation

• Significant predictors of Final grades:• Self-efficacy • effort regulation• intrinsic goal orientation • overall webcast viewing time

This study is an important addition to the very limited but growing field of research examining self-regulated learning in blended learning environments

Viewing associated with higher grades

above and beyond self-regulatory skills

Students view immediately after lecture or a few days before exam

Questions?

Webcast Viewing

Final Grades

Motivational

Factors

Cognitive

Factors

Behavioural

Factors

Time management

Effort regulation