Self-Regulation in Open-Ended Online Assignment Tasks: The Importance of Initial Task Interpretation and Goal Setting

Autor/inn/en	Beckman, Karley; Apps, Tiffani; Bennett, Sue; Dalgarno, Barney; Kennedy, Gregor; Lockyer, Lori
Titel	Self-Regulation in Open-Ended Online Assignment Tasks: The Importance of Initial Task Interpretation and Goal Setting
Quelle	In: Studies in Higher Education, 46 (2021) 4, S.821-835 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beckman, Karley) ORCID (Apps, Tiffani) ORCID (Bennett, Sue) ORCID (Dalgarno, Barney) ORCID (Kennedy, Gregor) ORCID (Lockyer, Lori)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2019.1654450
Schlagwörter	Self Management; Electronic Learning; Assignments; Task Analysis; Learning Strategies; Goal Orientation; College Students; Student Attitudes; Student Centered Learning; Study; Time Management + Suchen Sie Ihr Suchwort? Selbstmanagement; Assignment; Auftrag; Zuweisung; Aufgabenanalyse; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Zielorientierung; Zielvorstellung; Collegestudent; Schülerverhalten; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Studies; Studium; Zeitmanagement
Abstract	With an increase in technology to mediate learning and a shift to more student-centred approaches, open-ended online assignment tasks are becoming more common in higher education. Open-ended tasks offer opportunities for students to develop their own interpretations of the requirements, and online technologies offer greater flexibility and afford new types of interactions with teachers and other students. This paper presents a study of students' task interpretation and self-set goals in the context of five open-ended online assignment tasks. The findings presented in this paper demonstrate the importance of a high-quality task understanding for goal setting and suggest practical implications for task design and support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01