Setting Your Own Pace and Sequence: Self-Direction in Digital Learning

This blog post accompanies my presentation, Setting Your Own Pace and Sequence: Self-Direction in Digital Learning for National Conference of the United States Distance Learning Association.

PowerPoint presentation: Setting Your Own Pace and Sequence

Description: Self-paced learning isn’t dead! Learn the surprising results of research showing how students are more successful when at least one assignment is done out of the intended sequence. Explore modes of flexible self-directed learning in informal and formal education. Learn and share strategies for student success.

My Research

  • Lim, J. (2016). Predicting successful completion using student delay indicators in undergraduate self-paced online courses. Distance Education, 37(3) , 317-332. doi:10.1080/01587919.2016.1233050
  • Lim, J. (2016). The relationship between successful completion and sequential movement in self-paced distance courses. International Review of Research in Open and Distributed Learning, 17(1). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/2167

Resources

Bibliography

  • Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. The International Review of Research in Open and Distributed Learning, 4(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/149/230
  • Delfino, M., Dettori, G., & Persico, D. (2010). An online course fostering self-regulation of trainee teachers. Psicothema22(2).
  • Lin Hsiao, J. W. D. (1998). The impact of reflective facilitation on middle school students’ self-regulated learning and their academic achievement in a computer-supported collaborative learning environment. (Ph.D.), The University of Texas at Austin, United States — Texas. ProQuest Digital Dissertation database.
  • Mager, R. F., & Clark, C. (1963). Explorations in student-controlled instruction. Psychological Reports, 13(1), 71-76.
  • Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology8, 422. http://doi.org/10.3389/fpsyg.2017.00422
  • Perna, L. W., Ruby, A., Boruch, R. F., Wang, N., Scull, J., Ahmad, S., & Evans, C. (2014). Moving through MOOCs: Understanding the progression of users in massive open online courses. Educational Researcher, 43(9), 421-432. doi:10.3102/0013189×14562423
  • Roe, K. V., Case, H. W., & Roe, A. (1962). Scrambled versus ordered sequence in autoinstructional programs. Journal of Educational Psychology, 53(2), 101-104. doi:10.1037/h0047185
  • Schraw, G., Crippen, K., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111-139. Retrieved from  doi:10.1007/s11165-005-3917-8

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