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

Bennett, S; Lockyer, L; Kennedy, G; Dalgarno, B

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

Bennett, S Lockyer, L

Kennedy, G Dalgarno, B

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Publication Type:: Chapter
Citation:: Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work, 2018, pp. 90 - 98
Issue Date:: 2018-01-01

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Field	Value	Language
dc.contributor.author	Bennett, S	en_US
dc.contributor.author	Lockyer, L https://orcid.org/0000-0003-1517-2342	en_US
dc.contributor.author	Kennedy, G	en_US
dc.contributor.author	Dalgarno, B	en_US
dc.date.issued	2018-01-01	en_US
dc.identifier.citation	Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work, 2018, pp. 90 - 98	en_US
dc.identifier.isbn	9781138089341	en_US
dc.identifier.uri	http://hdl.handle.net/10453/133436
dc.description.abstract	© 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.	en_US
dc.relation.ispartof	Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work	en_US
dc.relation.isbasedon	10.4324/9781315109251	en_US
dc.title	Understanding self-regulated learning in open-ended online assignment tasks	en_US
dc.type	Chapter
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Research)
pubs.organisational-group	/University of Technology Sydney/DVC (Research)/Graduate Research School
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US

Abstract:

© 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.

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http://hdl.handle.net/10453/133436