Techniques for Fostering Self-Regulated Learning Via Learning Management Systems in On-Campus and Online Courses

Abstract

While self-regulated learning is a standard model for online coursework, this approach emphasizes the applicability of Learning Management System (LMS) usage in face-to-face and hybrid course formats. Self-regulated learning has become an important component of education, both as a primary tool in online coursework and as a supplemental resource in face-to-face courses. (Boekaerts, 1999).  Yet despite its importance, research suggests that rather than utilizing the full potential of learning management and course management systems, instructors primarily use LMS and CMS as a delivery mode for course content (Boekarts, 1997; Vovides et al., 2007).  Such underutilization not only minimizes the capacities of such systems, but limits the opportunities for students to engage in multimodal self-regulated learning. This paper offers three specific techniques to improve self-regulated learning via LMS: flipped learning, chunking, and micro-learning.  Research findings have led to support for each of the above-mentioned techniques (Nwosisi et al., 2016; Miller, 1956; Major & Calandrino, 2018). The authors provide examples of techniques used in their own courses, how each facilitates self-regulated learning, and how utilizing the full capabilities of learning management systems engages students in multimodal self-regulated learning.  Common findings and recommendations will also be noted, with the goal of providing a framework for instructors to apply each technique via learning management systems in their own courses.