ONLINE LEARNING RESEARCH CENTER
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Study Skills & Self-Regulated Learning

Online learning environments place a high value on student study skills and self-regulated learning, and light-touch interventions in these areas can improve student performance.
Li, Q., Xu, D., Baker, R., Holton, A., & Warschauer, M. (2022). Can student-facing analytics improve online students’ effort and success by affecting how they explain the cause of past performance?. Computers & Education, 185, 104517. doi 10.1016/j.compedu.2022.104517 [link] 

Li, Q., Baker, R., & Warschauer, M. (2020). Using clickstream data to measure, understand, and support self-regulated learning in online courses. The Internet and Higher Education, 45,100727. [link]

Nguyen, H., Lim, K. Y., Wu, L. L., Fischer, C., & Warschauer, M. (2021). “We're looking good”: Social exchange and regulation temporality in collaborative design. Learning and Instruction, 74, 101443. [link]

Rodriguez, F., Fischer, C., Zhou, N., Warschauer, M., & Sewall, J. (2021). Student spacing and self-testing strategies and their associations with learning in an upper division microbiology course. SN Social Sciences, 38. doi.org/10.1007/s43545-020-00013-5
[link]

Wu., L. L., Fischer, C., Rodriguez, F., Washington, G., & Warschauer, M. (2021). Project-based Engineering Learning in College: Associations with Self-Efficacy, Effort Regulation, Interest, Skills, and Performance. SN Social Sciences, 1, Article 287, 1-20. doi 10.1007/s43545-021-00286-4 [link]

Zhou, N., Fischer, C., Rodriguez, F., Warschauer, M, & King, S. (2020). Exploring how enrolling in an online organic chemistry preparation course relates to students' self-efficacy. Journal of Computing in Higher Education, 32, 505-528. doi10.1007/s12528-019-09244-9 [link] 

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Rodriguez, F., Rivas, M. J., Matsumura, L., Warshauer, M., & Sato, B. (2018). How do students study in STEM courses? Findings from a light touch intervention and its relevance for underrepresented students. PLoS ONE. 13(7), 1-20. [link]

Rodriguez, F., Kataoka, S., Rivas, M., Kandandale, P., Nili, A., & Warschauer, M. (2018). Do spacing and self-testing predict learning? Active Learning in Higher Education, 1-15. [link]
[preprint]

Li, Q., & Baker, R. (2018). The different relationships between engagement and outcomes across participant subgroups in massive open online courses. Computers & Education, 127, 41-65. [link][preprint]
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Baker, R., Evans, B., Li, Q., & Cung, B. (2018). Does inducing students to schedule lecture watching in online classes improve their academic performance? An experimental analysis of a time management intervention. Research in Higher Education. [link]
[preprint]
  • Home
  • For Educators
    • Getting Started Online
    • Improving Online Courses >
      • Clear materials
      • Communication >
        • Zoom
      • Student connection
      • Self-regulation Support
      • Student Skills
    • Reflecting on Course Design
  • For Students
  • For Researchers
    • Learning Performance
    • Course Design
    • Student & Instructor Perceptions
    • Study Skills & Self-Regulated Learning
    • Social Presence & Interaction
    • Analyzing Learning Log Data
  • About
    • News
    • Our Team
  • Blog
  • Contact