Improving online instruction with self-regulated learning: A case study of kinematics graph interpretation

Authors

  • Juan C. Morales Universidad Ana G Méndez - Gurabo

DOI:

https://doi.org/10.55420/2693.9193.v13.n1.67

Keywords:

self-regulated learning, kinematics graphs, self-instruction, online instruction

Abstract

The objective of this study was to determine if students’ skills interpreting kinematics graphs could be improved in an online instruction environment by using the Self-Regulated Learning (SRL) framework.  The gain in skills was measured by comparing pre-test and post-test results of the objective Test for Understanding Graphs – Kinematics (TUG-K) for N=19 students.  The average score of the post-test was 62% better than the average score of the pre-test.  The difference between the two average scores was statistically significant (p < 0.05).  In addition, an opinion survey of the students – conducted before and after the SRL intervention – showed a statistically significant (p < 0.05) improvement of 15% regarding the students’ own sense of self-efficacy, and their capacity for delayed gratification (self-control).  These two intra-personal skills, in addition to metacognition, are addressed and developed by the SRL framework.  SRL also develops self-instruction skills which opens further possibilities of using class time to provide feedback and to thoroughly assess student knowledge with oral exams.  These initial results provide a positive outlook that the development of SRL skills contributes to improvements in online instruction.

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References

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Published

2022-11-28

How to Cite

Morales, J. C. (2022). Improving online instruction with self-regulated learning: A case study of kinematics graph interpretation. HETS Online Journal, 13(1), 130-147. https://doi.org/10.55420/2693.9193.v13.n1.67

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Articles