The Impact of L ecture W ebcasts and Student Self-Regulated Learning On Academic Outcomes

1. The Impact of Lecture Webcasts and Student Self-Regulated Learning On Academic Outcomes NimaHejazifar, M.Sc. Dr. Brenda Smith-Chant Trent University

2. Role of self-regulated learning in a blended learning environment 2. Self-Regulated Learning 1. Blended Learning Performance Phase Faceto Face Blended Learning + Self-Reflection Phase Forethought Phase Online Self-Regulatory Factors Contributing To Webcast Viewing and Final Grades 3. Evaluation of Blended Learning at Trent University Webcast Viewing Final Grades

3. Blended learning provides the best of both worlds 50% of the course content was delivered in class (face-to-face) Face to face learning Blended learning Online learning 50% of the course content was delivered online Advantages Disadvantage • Control the pacing and location of learning • Procrastination • Flexibility to Review material

4. Using the social cognitive view of self-Regulated learning to examine academic performance in a blended setting • Time and environment management Performance Phase • Intrinsic goal orientation Self-Control • Help seeking Self-Observation • Self-efficacy Forethought Phase Self-reflection Phase Task Analysis Self-judgment Self-motivation Beliefs Self-reaction Effort Regulation  Previously unreported self-regulatory attribute in a blended course that uses webcasting as the primary online tool.

5. Methodology Participants • 449 students (338 female and 111 male) Measures • Motivated Strategies for Learning Questionnaire (MSLQ) • Participants’ viewing time for each lecture • Final grade in the course

6. Results and Discussion • Students viewed the webcasts either immediately after the lectures or a few days prior to the exam

7. Results and Discussion • Students use and like webcasts. • Minutes viewed correlated with final grades • (r = .22, p < .001). • Viewing correlated: • Time management Effort regulation • Significant predictors of Final grades: • Self-efficacy • effort regulation • intrinsic goal orientation • overall webcast viewing time

8. This study is an important addition to the very limited but growing field of research examining self-regulated learning in blended learning environments Students view immediately after lecture or a few days before exam Viewing associated with higher grades above and beyond self-regulatory skills Time management Effort regulation Webcast Viewing Final Grades Questions?