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Understanding self-regulated learning in open-ended online assignment tasks

Chapter


Abstract


  • Contemporary university courses increasingly require students to navigate more

    open-ended, student-centred tasks, many of which are supported by digital

    technologies that supplement or replace face-to-face classes. To be successful,

    students must be able to interpret open-ended task requirements and independently

    regulate their own learning, either partly or solely online. At the same time,

    higher education teachers are expected to design high-quality tasks and provide

    effective support face-to-face and online. Although the situation is increasingly

    familiar to those who research and teach in higher education, there is much we

    do not fully understand about how to achieve the best outcomes for students

    in this context.

Publication Date


  • 2018

Citation


  • Bennett, S., Lockyer, L., Kennedy, G. & Dalgarno, B. (2018). Understanding self-regulated learning in open-ended online assignment tasks. In D. Boud, R. Ajjawi, P. Dawson & J. Tai (Eds.), Developing Evaluative Judgement in Higher Education Assessment for Knowing and Producing Quality Work (pp. 90-98). London: Routledge.

International Standard Book Number (isbn) 13


  • 9781351612524

Scopus Eid


  • 2-s2.0-85048804822

Book Title


  • Developing Evaluative Judgement in Higher Education Assessment for Knowing and Producing Quality Work

Start Page


  • 90

End Page


  • 98

Place Of Publication


  • London

Abstract


  • Contemporary university courses increasingly require students to navigate more

    open-ended, student-centred tasks, many of which are supported by digital

    technologies that supplement or replace face-to-face classes. To be successful,

    students must be able to interpret open-ended task requirements and independently

    regulate their own learning, either partly or solely online. At the same time,

    higher education teachers are expected to design high-quality tasks and provide

    effective support face-to-face and online. Although the situation is increasingly

    familiar to those who research and teach in higher education, there is much we

    do not fully understand about how to achieve the best outcomes for students

    in this context.

Publication Date


  • 2018

Citation


  • Bennett, S., Lockyer, L., Kennedy, G. & Dalgarno, B. (2018). Understanding self-regulated learning in open-ended online assignment tasks. In D. Boud, R. Ajjawi, P. Dawson & J. Tai (Eds.), Developing Evaluative Judgement in Higher Education Assessment for Knowing and Producing Quality Work (pp. 90-98). London: Routledge.

International Standard Book Number (isbn) 13


  • 9781351612524

Scopus Eid


  • 2-s2.0-85048804822

Book Title


  • Developing Evaluative Judgement in Higher Education Assessment for Knowing and Producing Quality Work

Start Page


  • 90

End Page


  • 98

Place Of Publication


  • London