Mohandas, L., & Mentzer, N., & Koehler, A., & Farrington, S., & Mammadova, E. (2023, June), Understanding Students’ Self-regulation in a HyFlex Design Thinking Course  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44544

\bibitem{asee_peer_44544}
  Mohandas, L., \& Mentzer, N., \& Koehler, A., \& Farrington, S., \& Mammadova, E. (2023, June), \emph{Understanding Students’ Self-regulation in a HyFlex Design Thinking Course}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--44544

Lakshmy Mohandas, Nathan Mentzer, Adrie Koehler, Shawn Farrington, and Elnara Mammadova.  "Understanding Students’ Self-regulation in a HyFlex Design Thinking Course".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/44544 Internet.  22 Dec, 2024

\bibitem{asee_peer_44544}
  Lakshmy Mohandas, Nathan Mentzer, Adrie Koehler, Shawn Farrington, and Elnara Mammadova.
  "Understanding Students’ Self-regulation in a HyFlex Design Thinking Course".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/44544 Internet.  22 Dec, 2024

@INPROCEEDINGS{asee_peer_44544
author = "Lakshmy Mohandas, Nathan Mentzer, Adrie Koehler, Shawn Farrington, and Elnara Mammadova"
title = "Understanding Students’ Self-regulation in a HyFlex Design Thinking Course"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/44544}
number = {10.18260/1-2--44544}
}

TY  - CPAPER
AB  - 
This is a complete research paper. HyFlex learning models have gained popularity as a result of the pandemic. Studies and surveys show the post-pandemic importance of blended learning models like HyFlex which is believed to potentially improve higher education for years to come. Researchers have consistently demonstrated how self-regulation improves students’ academic achievement in traditional classroom settings. Since the online learning environment is defined by autonomy, it may be predicted that these self-regulatory learning skills will be even more crucial to the success of learning in the online setting than they are in the traditional face-to-face classroom. Although self-regulation is an important feature related to students’ academic success, little is known about the role of self-regulation in blended learning environments in higher education. The research context for the study is a first-year design thinking course that is offered in a HyFlex format. In the course, students are given the flexibility to join the class synchronously remotely or face-to-face at every class meeting. Through this study, we are trying to understand the relationship between students’ self-regulation and their choice of class participation on any given day. Self-regulation is measured using the MSLQ (Motivated Strategies for Learning Questionnaire).

AU  - Lakshmy Mohandas
AU  - Nathan Mentzer
AU  - Adrie Koehler
AU  - Shawn Farrington
AU  - Elnara Mammadova
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Understanding Students’ Self-regulation in a HyFlex Design Thinking Course
UR  - https://peer.asee.org/44544
DO  - 10.18260/1-2--44544
ER  -