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.
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