Cognitive optimism of distinctive initiatives to foster self-directed and self-regulated learning skills: A comparative
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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 1 & Elaine L. L. Pang 2 & Jane E. Sinclair 3 Received: 24 December 2019 / Accepted: 19 March 2020/ # The Author(s) 2020
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. Keywords Cognitive initiative . Independent learning . Self-regulated learning . MOOC .
Conventional learning . Blended-learning . Motivation . Strategies of self-regulation
* Daniel F. O. Onah [email protected] Extended author information available on the last page of the article
Education and Information Technologies
1 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 i
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