Presentations

Presentation 1: Self-regulated learning in problem-driven learning: what works and for whom? - Dr. Joyce Neroni
This overview study is a meta-analysis and systematic review on the effectiveness of problem-based (PBL) and project-based (PjBL) learning on self-regulated (SRL) and self-directed (SDL) learning. PBL and PjBL can differ greatly in design and implementation, such as the level of student control vs. teacher direction provided. Other student characteristics (e.g., motivation) and implementation factors (e.g., group size) may also affect SRL and SDL. This review aims to provide more insight into what works and for whom regarding the improvement of SRL and SDL in student-centered, problem-driven learning methods. The results of this meta-analysis will be discussed during the presentation.

Presentation 2: Distance learners are social too: investigating the relationship between self-regulated learning, basic needs, motivation, and student mental well-being - Samantha Vos, M.Sc.
The study that will be presented today took a person-centered approach to investigate the interplay between SRL and related personal and contextual factors in adult distance education. Distance university students participated in a survey study, and latent profile analysis revealed 5 profiles ranging from maladaptive (i.e., low/minimal SRL) to adaptive SRL practices (i.e., competent SRL). The results of this study will be presented, as well as the implications for teachers when designing SRL and needs-supportive online education.

Presentation 3: Exploring student motivation for effective cognitive learning strategy use during self-study in higher education - Marloes Broeren, MA
Using effective cognitive learning strategies is an important part of SRL. For numerous reasons, higher education students often struggle with using effective cognitive strategies during self-study and rely on surface-level strategies like reading or highlighting. As motivation is an essential component in fostering strategy use, we explored what factors contributed to student motivation for strategy use, students’ willingness to change strategies and the support needed in the context of three business-oriented programs at Avans University of Applied Sciences. In today’s presentation, the most important insights from this predominantly qualitative study will be shared, and relevant implications for educational practice will be discussed.

Presentation 4: How to support students’ self-regulated learning skills in higher education? - Dr. Feilicitas Biwer
While being crucial for academic success and learning, it is not self-evident that students develop effective SRL skills without adequate support. What are instructional design practices that foster SRL on an individual level and what are the learning mechanisms that support SRL and academic performance in higher education? In this presentation, most recent insights from a systematic literature review and analysis will be shared and implications for a future research agenda on how to support students’ SRL skills in higher education will be discussed.