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Extending video
interactions to support self-
regulated learning in an
online course
Van Sebille, Y., Joksimovic, S., Kovanovic, V.,
Mirriahi, N., Stansborough, R., Dawson, S.
Study Context
Biology
• Online degree
• Human Biology (first year)
• n = 138
Study Context
Study Context: OVAL
OVAL: Annotations
Socially shared SRL: What seems valuable to
one student shapes the development of SRL for
their peers (1)
OVAL: in-video quizzes
Self-regulated learning
(SRL)
• Facilitate learning
• Stimulate autonomy
• Build confidence
Self regulated thoughts, feelings, and actions that are planned and
cyclically adapted to the attainment of personal goals (2)
Self-Regulated Learning
• Self assessment improves regulatory
strategies (self-monitoring and self evaluation)
(3)
• Ultimately, it is the individual student who must
adjust any observed difference between their
current performance and the desired standard.
Self-regulated learning
Task
definition
Goal
setting
and
planning
Enacting
study
tactics
and
strategies
Metacogni
tively
adapting
studying
1. Conditions
• Available resources and constraints
2. Operations
• Cognitive processes and strategies
3. Products
• Learning outcomes (e.g. new knowledge)
4. Evaluations
• External or internal feedback about the
interaction between standards and
products
5. Standards
• Criteria used to monitor products which
can be internal or external
(4) Winne & Hadwin, 1998
SRL and online
education
• Motivation and self-regulation of learning remains
a key challenge for many online students, often
resulting in frustration and anxiety, leading to
disengagement and drop-out (5)
SRL and OVAL
Aim: Provide fine-grained scaffolds focused on
providing formative feedback on students’
understanding.
Research Questions
Explore how students engage with the course learning activities
to regulate their learning
1. How do students engage with OVAL’s features to regulate their
learning strategies?
2. To what extent do different aspects of students’ self-regulatory
learning (e.g. creating products of learning or evaluating
learning strategies) predict final course outcome?
Results: Annotations
Results: Quizzes
Results: Multiple
Regression Variable R2 B β VIF p-value
Average number of in-video quizzes (correct) .45 4.21 1.14 5.46 <.001
Average number of in-video quizzes (incorrect) 8.04 0.51 4.85 <.001
Interaction between avg. corr. and incor. answers -0.75 -1.16 6.69 <.001
Interaction between avg. correct and no answers -0.09 -0.05 1.61 .51
Engaging with OVAL
• 100% used quizzes
• 23% used annotations
• Instruction?
• Winne (2006): An education tool will only be adopted by students if made aware that tool
is (1) useful for learning, (2) can be applied to task at hand, (3) they have sufficient skills
to use the tool effectively
• Cognitive load
Future Directions
• How or what elements of the in-video quiz
questions impact student achievement?
Acknowledgements
• UniSA Online
• Teaching Innovation Unit
• Srecko Joksimovic
• Vita Kovanovic
• Negin Mirriahi
• Romany Stansborough
• Shane Dawson
References
1. Hadwin and Oshige, 2011
2. Zimmerman, 2000
3. Butler and Winne, 1995
4. Winne and Hadwin, 1998
5. Cho and Shen, 2013
6. Winne, 2006
7. Stizmann, 2010
8. Baker et al., 2005

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Extending video interactions to support self-regulated learning in an online course

  • 1. Extending video interactions to support self- regulated learning in an online course Van Sebille, Y., Joksimovic, S., Kovanovic, V., Mirriahi, N., Stansborough, R., Dawson, S.
  • 2. Study Context Biology • Online degree • Human Biology (first year) • n = 138
  • 5. OVAL: Annotations Socially shared SRL: What seems valuable to one student shapes the development of SRL for their peers (1)
  • 7. Self-regulated learning (SRL) • Facilitate learning • Stimulate autonomy • Build confidence Self regulated thoughts, feelings, and actions that are planned and cyclically adapted to the attainment of personal goals (2)
  • 8. Self-Regulated Learning • Self assessment improves regulatory strategies (self-monitoring and self evaluation) (3) • Ultimately, it is the individual student who must adjust any observed difference between their current performance and the desired standard.
  • 9. Self-regulated learning Task definition Goal setting and planning Enacting study tactics and strategies Metacogni tively adapting studying 1. Conditions • Available resources and constraints 2. Operations • Cognitive processes and strategies 3. Products • Learning outcomes (e.g. new knowledge) 4. Evaluations • External or internal feedback about the interaction between standards and products 5. Standards • Criteria used to monitor products which can be internal or external (4) Winne & Hadwin, 1998
  • 10. SRL and online education • Motivation and self-regulation of learning remains a key challenge for many online students, often resulting in frustration and anxiety, leading to disengagement and drop-out (5)
  • 11. SRL and OVAL Aim: Provide fine-grained scaffolds focused on providing formative feedback on students’ understanding.
  • 12. Research Questions Explore how students engage with the course learning activities to regulate their learning 1. How do students engage with OVAL’s features to regulate their learning strategies? 2. To what extent do different aspects of students’ self-regulatory learning (e.g. creating products of learning or evaluating learning strategies) predict final course outcome?
  • 15. Results: Multiple Regression Variable R2 B β VIF p-value Average number of in-video quizzes (correct) .45 4.21 1.14 5.46 <.001 Average number of in-video quizzes (incorrect) 8.04 0.51 4.85 <.001 Interaction between avg. corr. and incor. answers -0.75 -1.16 6.69 <.001 Interaction between avg. correct and no answers -0.09 -0.05 1.61 .51
  • 16. Engaging with OVAL • 100% used quizzes • 23% used annotations • Instruction? • Winne (2006): An education tool will only be adopted by students if made aware that tool is (1) useful for learning, (2) can be applied to task at hand, (3) they have sufficient skills to use the tool effectively • Cognitive load
  • 17. Future Directions • How or what elements of the in-video quiz questions impact student achievement?
  • 18. Acknowledgements • UniSA Online • Teaching Innovation Unit • Srecko Joksimovic • Vita Kovanovic • Negin Mirriahi • Romany Stansborough • Shane Dawson
  • 19. References 1. Hadwin and Oshige, 2011 2. Zimmerman, 2000 3. Butler and Winne, 1995 4. Winne and Hadwin, 1998 5. Cho and Shen, 2013 6. Winne, 2006 7. Stizmann, 2010 8. Baker et al., 2005