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

Publication Type:
Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work, 2018, pp. 90 - 98
Issue Date:
Filename Description Size
Developing_Evaluative_Judgement_in_Higher_Educatio..._----_(Pg_107--115).pdfPublished version75.14 kB
Adobe PDF
Full metadata record
© 2018 selection and editorial matter, David Boud, Rola Ajjawi, Phillip Dawson and Joanna Tai. Open-ended, student-centred tasks are increasingly a feature of higher education, particularly in flexible online courses. These tasks require students to interpret open-ended requirements and independently regulate their own learning, either partly or solely online. There is much we are yet to understand about how to design and support these tasks effectively to achieve the best outcomes for students. In this chapter we consider the role of self-regulated learning in open-ended online assignment tasks, conceptualised using self-regulated learning and considering the role of evaluative judgement, and illustrated using a brief case study.
Please use this identifier to cite or link to this item: