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]
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]
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]
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]