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]
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]
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]
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]