Abstract
In a world of increasing digital interruptions, the concept of self-regulated learning offers a promising approach for dealing with challenges in online and blended learning contexts. This study (N = 176) investigates which self-regulating strategies learners apply during webinars in a blended learning environment. Also, it explores the relationship between self-regulating strategies and digital interruptions. Quantitative data were collected in a self-assessment questionnaire focusing on strategies for self-regulated learning and interruptions through digital devices. The results indicate a gap between self-reported learning strategies and the participants’ behavior due to interruptions during webinars. While the participants reported to actively use learning strategies related to goal setting & organization, learning environment, and metacognition & learning strategies, they also estimated to spend approximately 15% of webinar time on non-course-related activities.
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Pammer, M., Pattermann, J., Schlögl, S. (2021). Self-regulated Learning Strategies and Digital Interruptions in Webinars. In: Uden, L., Liberona, D. (eds) Learning Technology for Education Challenges. LTEC 2021. Communications in Computer and Information Science, vol 1428. Springer, Cham. https://doi.org/10.1007/978-3-030-81350-5_5
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