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Intentional Use of the Learning Management System: A Case Study in Self-Regulatory Behaviors in a Blended Undergraduate Thermodynamics Course

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Conference

2021 Illinois-Indiana Regional Conference

Location

Virtual

Publication Date

April 16, 2021

Start Date

April 16, 2021

End Date

April 17, 2021

Conference Session

Classroom Methodologies

Tagged Topic

Classroom methodologies

Page Count

20

DOI

10.18260/1-2--38271

Permanent URL

https://peer.asee.org/38271

Download Count

31

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Paper Authors

biography

Julie Mendez Indiana University-Purdue University Columbus

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Julie Mendez is a Clinical Associate Professor of Mechanical Engineering at Indiana University-Purdue University Columbus (IUPUC), where she teaches a variety of undergraduate courses, primarily in the areas of thermal-fluid science and design. Julie earned a Ph.D. in chemical engineering from Case Western Reserve University and a Bachelor of Science in chemical engineering from Rose-Hulman Institute of Technology. Her scholarly interests include active learning strategies, online course development, and alternative grading practices.

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Abstract

In a blended undergraduate thermodynamics course, affordances within the learning management system (LMS) were used to highlight student learning outcomes, require foundational course content to be completed before attempting more complex topics, provide mastery-oriented feedback, allow students to track their progress, and promote metacognitive reflection. This paper describes the use of these options within the Canvas LMS. Additionally, this study investigated whether student self-regulatory behaviors changed during the course. Students were asked to complete a survey about their metacognitive self-regulatory activities related to studying for this course. The first survey was completed during the fifth week of the course, after most students had completed two reflection assignments. The same survey questions were administered a second time, during the final two weeks of the course. Survey results suggest some increase in student self-regulatory behaviors during the course. These results suggest that, near the end of the course, students were more likely to change how they studied to fit the course and the instructor’s style and to set goals for themselves for studying.

Mendez, J. (2021, April), Intentional Use of the Learning Management System: A Case Study in Self-Regulatory Behaviors in a Blended Undergraduate Thermodynamics Course Paper presented at 2021 Illinois-Indiana Regional Conference, Virtual. 10.18260/1-2--38271

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