A Systematic Approach to Designing, Implementing, and Evaluating Learner-Generated Digital Media (LGDM) Assignments and Its Effect on Self-regulation in Tertiary Science Education

Reyna, J; Hanham, J; Vlachopoulos, P; Meier, P

A Systematic Approach to Designing, Implementing, and Evaluating Learner-Generated Digital Media (LGDM) Assignments and Its Effect on Self-regulation in Tertiary Science Education

Reyna, J

Hanham, J Vlachopoulos, P Meier, P

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Publication Type:: Journal Article
Citation:: Research in Science Education, 2019
Issue Date:: 2019-01-01

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Field	Value	Language
dc.contributor.author	Reyna, J https://orcid.org/0000-0002-9909-0581	en_US
dc.contributor.author	Hanham, J	en_US
dc.contributor.author	Vlachopoulos, P	en_US
dc.contributor.author	Meier, P https://orcid.org/0000-0001-6911-3511	en_US
dc.date.available	2020-08-05T19:07:18Z
dc.date.issued	2019-01-01	en_US
dc.identifier.citation	Research in Science Education, 2019	en_US
dc.identifier.issn	0157-244X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/135732
dc.description.abstract	© 2019, Springer Nature B.V. This study explored the self-regulation strategies and learning experiences of undergraduate science students completing Learner-Generated Digital Media (LGDM) assignments that had been implemented using a theory-driven, systematic approach. The rationale for using LGDM in science education is to facilitate student learning of complex scientific concepts through the multimodal representation of content using digital media. The study was conducted in seven science subjects from first to third year in Autumn 2017, using a sample of 348 undergraduate science students attending a university located in Sydney, Australia. All the participants were enrolled in subjects that required them to communicate complex scientific concepts using digital media. Training on LGDM was conducted online (n = 199) and in blended mode (n = 149). The study used a mixed-methods approach with a validated self-regulation questionnaire, LMS logs, assessment scores, group contribution data, open-ended questions, and interviews. Online students were more likely than blended students to report using self-regulation strategies for goal setting, time management, task strategies, and help-seeking. Data triangulation revealed that participation in LGDM assignments was perceived by students to contribute to their science content knowledge, provide them with digital media skills, and nurture their capacity for working in groups. The findings of this study have implications for how LGDM is deployed in science education.	en_US
dc.relation.ispartof	Research in Science Education	en_US
dc.relation.isbasedon	10.1007/s11165-019-09885-x	en_US
dc.rights	info:eu-repo/semantics/openAccess
dc.subject.classification	Education	en_US
dc.title	A Systematic Approach to Designing, Implementing, and Evaluating Learner-Generated Digital Media (LGDM) Assignments and Its Effect on Self-regulation in Tertiary Science Education	en_US
dc.type	Journal Article
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
pubs.organisational-group	/University of Technology Sydney/Students
utslib.copyright.status	open_access	*
pubs.publication-status	Published	en_US

Abstract:

© 2019, Springer Nature B.V. This study explored the self-regulation strategies and learning experiences of undergraduate science students completing Learner-Generated Digital Media (LGDM) assignments that had been implemented using a theory-driven, systematic approach. The rationale for using LGDM in science education is to facilitate student learning of complex scientific concepts through the multimodal representation of content using digital media. The study was conducted in seven science subjects from first to third year in Autumn 2017, using a sample of 348 undergraduate science students attending a university located in Sydney, Australia. All the participants were enrolled in subjects that required them to communicate complex scientific concepts using digital media. Training on LGDM was conducted online (n = 199) and in blended mode (n = 149). The study used a mixed-methods approach with a validated self-regulation questionnaire, LMS logs, assessment scores, group contribution data, open-ended questions, and interviews. Online students were more likely than blended students to report using self-regulation strategies for goal setting, time management, task strategies, and help-seeking. Data triangulation revealed that participation in LGDM assignments was perceived by students to contribute to their science content knowledge, provide them with digital media skills, and nurture their capacity for working in groups. The findings of this study have implications for how LGDM is deployed in science education.

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http://hdl.handle.net/10453/135732