Designing and Developing an Online Self-Regulated Learning Course

Main Article Content

Mariah Krauel-Nix
Norman W. Evans
Grant Eckstein
Benjamin L. L. McMurry

Abstract

The concept of self-regulated learning has been a prominent topic in education and has been researched and applied to various educational fields. Andrade and Evans (2013, 2015), applied this concept to the TESOL field and added principles and possible application tools to help ESL/EFL students develop better understanding and skills in the dimensions of self-regulated learning. Subsequent researchers, such as Gonzalez (2013), then took these concepts and integrated them into intensive English programs. Although these applications have seen some success, the administration at Brigham Young University's English Language Center felt that the center’s self-regulated learning program was ineffective for teachers or students. Therefore, the center’s program was evaluated, data was compiled, and design specifications for an improved program were formed. These specifications led to the development of an interactive, online course for students to complete outside of the classroom. Teachers and administrators were asked to build upon the course and encourage students to apply what they learned in their various areas.

Article Details

How to Cite
Krauel-Nix, M., Evans, N., Eckstein, G., & L. McMurry, B. (2019). Designing and Developing an Online Self-Regulated Learning Course. International Journal of Designs for Learning, 10(1), 103-115. https://doi.org/10.14434/ijdl.v10i1.23671
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Articles
Author Biographies

Mariah Krauel-Nix, Brigham Young University

Mariah Krauel-Nix is a graduate of the TESOL Master’s program at Brigham Young University. Her interests include the development and implementation of self-regulated learning within intensive English programs and materials development.

Norman W. Evans, Brigham Young University

Norman W. Evans is a professor and Department Chair of Linguistics at Brigham Young University. His research focuses on writing in a second language, curriculum development, and ESL program administration and assessment.

Grant Eckstein, Brigham Young University

Grant Eckstein is an assistant professor of Linguistics at Brigham Young University. His research interests include second language writing development and pedagogy and curriculum design. He is currently co-editor of the Journal of Response to Writing.

Benjamin L. L. McMurry, Brigham Young University

Benjamin L. McMurry is the Curriculum Coordinator at Brigham Young University’s English Language Center. His research interests include instructional design theory, evaluation, and materials development.