Effects of mobile-app learning diaries vs online training on specific self-regulated learning components
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Effects of mobile‑app learning diaries vs online training on specific self‑regulated learning components Jaclyn Broadbent1,2 · Ernesto Panadero3,4 · Matthew Fuller‑Tyszkiewicz1
© Association for Educational Communications and Technology 2020
Abstract Self-regulated learning (SRL) is associated with increased academic achievement and improved learning outcomes for students. Thus, it is import to find ways to improve SRL, such as through training. Face-to-face training, discipline-dependent training, and paperand-pencil diaries are limited in the number of students they can reach. The current randomised control study implemented discipline-independent online training and novel mobile-app based diaries and tested SRL motivation and perceived strategy use in 73 University students from mixed disciplines and study mode. Results showed that participants in the combined condition (training with diaries) improved more than other conditions. Specifically, they improved on SRL knowledge, metacognitive strategies, cognitive strategies (elaboration, organisation and critical thinking), and resources management strategies (time-management and effort regulation). The present study extends previous findings, showing that positive effects can be found for SRL when a discipline-independent approach is used coupled with online training and a mobile-app based daily diary. Keywords Self-regulated learning · Online training · Mobile app-based diaries · Experience sampling · Online learning
Introduction A self-regulated learner is defined as someone who monitors his/her emotions, motivation, actions, and thought processes, and actively employs learning strategies to achieve their learning goals (Zimmerman 1986). Use of self-regulated learning (SRL) strategies are associated with increased academic achievement and improved learning outcomes for students in both traditional face-to-face settings and online environments (Broadbent 2017; Broadbent and Poon 2015; Richardson et al. 2012). Therefore, self-regulated learning is * Jaclyn Broadbent [email protected] 1
School of Psychology, Deakin University, Geelong, Australia
2
Centre for Research in Assessment and Digital Learning, Deakin University, Geelong, Australia
3
Facultad de Educación y Deportes, Universidad de Deusto, Bilbao, España
4
KERBASQUE, Basque Foundation for Science, Bilbao, Spain
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becoming a highly useful skill as students experience increasing freedom and responsibility regarding how, what, and when they study (Alonso-Mencía et al. 2019). Importantly, it is a skill that can be enhanced via instructional support, which gains special relevance for students with low SRL (Broadbent et al. 2014). Considering the benefits and the increasing need for SRL, one line of research on how to best foster these skills in students includes the use of training and self-monitoring techniques (Bellhauser et al. 2016; Dorrenbacher and Perels 2016; Panadero et al. 2016).
Interventions in self‑regulated learning Several
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