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How to facilitate self-regulated learning? A case study on open educational resources

  • Tak-Lam Wong
  • Haoran Xie
  • Di ZouEmail author
  • Fu Lee Wang
  • Jeff Kai Tai Tang
  • Anthony Kong
  • Reggie Kwan
Article

Abstract

This paper investigates the students’ self-regulated learning in elementary education when traditional teaching method, which is teacher centered in a classroom, is replaced with a blended approach enriched with open educational resources. Various open educational resources such as videos, simulations, and learning games are readily available on the Web. In addition, mobile and classroom technologies, such as portable devices can be considered as teaching tools in education. The good use of these educational resources and technologies can not only assist students’ formal classroom learning but also cultivate the self-regulated learning of students. The i-Classroom implemented in an elementary school adopted a new teaching method, which made use of the online educational resources and information technology, to achieve this goal. Three surveys (Sample size N = 149, N = 168, N = 150) were conducted to investigate the effectiveness of promoting three key aspects of self-regulated learning: learning motivation, planning and management, and self-monitoring. Focus group interviewed was also carried out to collect the feedback in i-classroom learning. The results show that i-Classroom can help students to enhance their ability in self-regulated learning.

Keywords

SELF-regulated learning Open educational resources Learning motivation Planning and management Self-monitoring 

Notes

Acknowledgements

The work described in this paper was partially supported by a grant from the RGC of the HKSAR, China (UGC/IDS16/15). Haoran Xie’s work in this paper has been supported by the Individual Research Scheme of the Dean’s Research Fund 2017–2018 (FLASS/DRF/IRS-8), Seed Fund (SFG-6), and Top-up Fund (TFG-3) for General Research Fund/Early Career Scheme of the 2018 Dean’s Research Fund to MIT Department of The Education University of Hong Kong. Di Zou’s work has been supported by the Standing Committee on Language Education and Research, Education Bureau (EDB(LE)/P&R/EL/175/2) and the Funding Support to ECS Proposal Rated 3.5 (RG16/2018-2019R), The Education University of Hong Kong. A preliminary version of this article has been published in the 2018 International Symposium on Educational Technology (Wong et al. 2018b). This article has been extensively rewritten and extended by adding sufficient new contents and findings according to regulations of the Journal of Computers in Education. The authors would also like to thank Miss Shirley Chan of S.T.W Dr. Catherine F. Woo Memorial School, Hong Kong, for her coordination and contribution.

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Copyright information

© Beijing Normal University 2019

Authors and Affiliations

  • Tak-Lam Wong
    • 1
  • Haoran Xie
    • 2
  • Di Zou
    • 3
    Email author
  • Fu Lee Wang
    • 4
  • Jeff Kai Tai Tang
    • 4
  • Anthony Kong
    • 5
  • Reggie Kwan
    • 6
  1. 1.Department of Computing Studies and Information SystemsDouglas CollegeNew WestminsterCanada
  2. 2.Department of Mathematics and Information TechnologyThe Education University of Hong KongHong KongChina
  3. 3.Department of English Language EducationThe Education University of Hong KongHong KongChina
  4. 4.School of Science and TechnologyThe Open University of Hong KongHong KongChina
  5. 5.Department of Communication Design and Digital MediaHong Kong Design InstituteHong KongChina
  6. 6.The Open University of Hong KongHong KongChina

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