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Project: Self-regulation processes in a task-based digital learning environment for physics courses

Project funding: Deutsche Forschungsgemeinschaft (DFG)

Project Partners:

Prof. Dr. Andreas Vorholzer (Didaktik der Physik), Prof. Dr. Alexander Eitel (Pädagogische Psychologie), Prof. Dr. Claudia von Aufschnaiter (Didaktik der Physik), Prof. Dr. Joachim Stiensmeier-Pelster (Pädagogische Psychologie)




Digital learning environments (e.g., blended learning, flipped classrooms, MOOCs, etc.) are typically implemented with the focus on potential benefits of making course content more flexible in terms of where and when it is learned. On the one hand, they can enable learners to engage with a topic on their own terms. Moreover, they can also adapt to learners’ individual characteristics (e.g., learning speed, prior knowledge, etc.). On the other hand, digital learning environments require a high level of independent and self-regulated learning activity. For example, learners have to realistically assess their own skills and knowledge gaps, select appropriate learning tasks, and then complete them independently and persistently. Previous research indicates that these processes are challenging for learners (e.g., not all tasks are completed, course participation is terminated early, etc.).

Therefore, the current project aims to gain further insights into processing and self-regulation processes related to task-based science instruction in digital environments. Accordingly, we will investigate learning and self-regulation processes in context of a (specifically developed) digital learning environment for basic physics. Furthermore, we will investigate possible correlations between learning/self-regulation processes and various cognitive, motivational-volitional, task and individual characteristics. These insights will then be used to develop effective tools to support self-regulation in task-based digital learning environments.


PROJECT DURATION: 01.06.2021 - 31.05.2024