Self-regulation in open-ended online assignment tasks: the importance of initial task interpretation and goal setting

  title={Self-regulation in open-ended online assignment tasks: the importance of initial task interpretation and goal setting},
  author={Karley A Beckman and Tiffani Apps and Sue Bennett and Barney Dalgarno and Gregor E. Kennedy and Lori Lockyer},
  journal={Studies in Higher Education},
  pages={821 - 835}
ABSTRACT With an increase in technology to mediate learning and a shift to more student-centred approaches, open-ended online assignment tasks are becoming more common in higher education. Open-ended tasks offer opportunities for students to develop their own interpretations of the requirements, and online technologies offer greater flexibility and afford new types of interactions with teachers and other students. This paper presents a study of students' task interpretation and self-set goals… 
6 Citations
Challenges with Designing Online Assessment to Support Student Task Understanding
This chapter presents some challenges of re-imagined online assessment design for teachers and students in one case study example, drawn from a collective case study.
Activity-Centred Analysis and Design (ACAD): Core purposes, distinctive qualities and current developments
A summary account of Activity-Centred Analysis and Design, which questions some deep assumptions about the framing of research and design thinking, in the hope that fresh ideas may be useful to people involved in leadership and advocacy roles in the field.
Exploring internal structure of a performance-based critical thinking assessment for new students in higher education
Critical thinking is a combination of complex cognitive skills. It is important for the successful acquisition of disciplinary skills in higher education and thus, it is a valuable competency for a...
Students’ perceptions and experiences of teaching and learning in transnational higher education in China: implications of the intercultural dialogue framework
Despite the rapid development of TNHE over the past decade, research studies on students’ perceptions and experiences of teaching and learning at TNHE programmes in China are very limited. Using bo...


Examining students’ self-set goals for self-regulated learning: Goal properties and patterns
Task-specific goals play a critical role in self-regulated learning, yet little research has examined students’ self-set goals for authentic study sessions. We propose high-quality goals that are
The role of social cues in supporting students to overcome challenges in online multi-stage assignments
This study explores the challenges experienced by students while completing online multi-stage assignments and the processes of self-regulated learning students engaged with to overcome such challenges.
Exploring task understanding in self-regulated learning: task understanding as a predictor of academic success in undergraduate students
The study explored the kinds of tasks students identified as challenging, the disciplines in which these tasks were situated, the types of structures these tasks had, and challenges found in students’ task analysis activity and found that although students struggled with various tasks, they struggled even more when tasks became less pre-scribed.
Promoting Effective Task Interpretation as an Important Work Habit: A Key to Successful Teaching and Learning
In this article we argue that to be successful in an academic arena, students must adopt a consistent approach to completing academic work (i.e., a work habit) that includes very carefully
Predicting university students’ performance of a complex task: does task understanding moderate the influence of self-efficacy?
This study used a correlational design to examine the contribution of university students’ task understanding and self-efficacy to performance on a grade-bearing course assignment. Participants were
Students’ Task Interpretation and Conceptual Understanding in an Electronics Laboratory
Investigation of how students’ interpretation of a task assigned during laboratory work may change during the task process, and how this relates to their conceptual understanding suggests that while students' task interpretation changes during thetask process, increasing after the completion of the laboratory activity levels of task interpretation are low.
Self-Regulation and Learning
Schunk and Zimmerman review how self-regulated learning processes are a result of self-generated thoughts and behaviors oriented toward the attainment of personal learning goals. Five major
Investigating how college students’ task definitions and plans relate to self-regulated learning processing and understanding of a complex science topic
Abstract Winne and Hadwin (2008) identified four phases of self-regulated learning (SRL) including defining the task, setting goals and making plans, studying (i.e., learning), and adaptation. The
Self-regulating studying by objectives for learning: Students’ reports compared to a model
Abstract Research often tests whether students achieve more or less by varying cues to guide studying. Usually, these hypotheses are tested in between-groups experiments that contrast the achievement
Becoming an Online Teacher: Adapting to a Changed Environment for Teaching and Learning in Higher Education
An analysis of the changed environment for teachers and learners in a post‐graduate coursework programme based on constructivist principles that has moved from predominately on‐campus delivery to online mode is presented.