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New ways in fostering self-regulated learning at university: how effective are web-based courses when compared to regular attendance-based courses?

. Self-regulated learning is essential for studying successfully at university. However, students often show deficits in their ability to learn in a self-regulated way. Consequently, it has become crucial to foster students' self-regulated learning at university. The effectiveness of such cours...

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Main Authors: Beek, Sophie van der (Author) , Bellhäuser, Henrik (Author) , Karlen, Yves (Author) , Hertel, Silke (Author)
Format: Article (Journal)
Language:English
Published: [2020]
In: Zeitschrift für pädagogische Psychologie
Year: 2019, Volume: 34, Issue: 2, Pages: 117-129
ISSN:1664-2910
DOI:10.1024/1010-0652/a000254
Online Access:Verlag, lizenzpflichtig, Volltext: https://doi.org/10.1024/1010-0652/a000254
Verlag, lizenzpflichtig, Volltext: https://econtent.hogrefe.com/doi/10.1024/1010-0652/a000254
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Author Notes:Sophie van der Beek, Henrik Bellhäuser, Yves Karlen, and Silke Hertel

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246 1 |i Deutsche Zusammenfassung  |a Vermittlung von Selbstreguliertem Lernen im Studium: Wie wirksam sind E-Learning Veranstaltungen im Vergleich zu Präsenz-Seminaren? 
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520 |a . Self-regulated learning is essential for studying successfully at university. However, students often show deficits in their ability to learn in a self-regulated way. Consequently, it has become crucial to foster students' self-regulated learning at university. The effectiveness of such courses has primarily been investigated in regular class contexts that require physical attendance. However, web-based course formats are currently gaining in importance. Web-based courses have several advantages (e. g., that students can decide when and where they want to study). The question of whether a web-based course is as effective as an attendance-based one has yet to be answered. In a randomized intervention study (N = 186 university students) with two different treatments (attendance-based and web-based courses), it was investigated whether students in the web-based format profited to the same extent as students in the attendance-based course. Kirkpatrick's model was implemented for evaluation. The results showed that the students were very satisfied with both course formats, self-regulated learning was considered useful for studying, and the subjective and objective increases in learning were high. Furthermore, the results showed that self-regulated learning can be fostered in the web-based course as effectively as in the attendance-based course. 
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