PROMOTING SELF-REGULATION IN A BLENDED LEARNING CLASSROOM by Anne Clark A project in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION IN CURRICULUM AND INSTRUCTION WEBER STATE UNIVERSITY Ogden, Utah August 7, 2019 Approved ____________________________________ Clay Rasmussen, Ph.D. ________________________________ Caitlin Byrne, Ph.D. ________________________________ Kimberly Madsen, MEd SELF-REGULATION SKILLS IN BLENDED LEARNING 2 Table of Contents NATURE OF THE PROBLEM .................................................................................................. 4 Literature Review ......................................................................................................................... 5 Self-Regulation Error! Bookmark not defined. Blended Learning 7 Technology 8 Blended Learning that Promotes Self-Regulation 9 Teachers’ Role in Self-Regulation 10 Teaching Self-Regulation Skills with Technology 12 Summary ..................................................................................................................................... 15 PURPOSE ................................................................................................................................... 16 METHOD ................................................................................................................................... 17 Assessment of Website 18 DISCUSSION & FEEDBACK................................................................................................... 19 Evaluation of Website 20 REFERENCES ............................................................................................................................ 21 APPENDICES ............................................................................................................................. 23 Appendix A 24 Appendix B 25 Appendix C 28 SELF-REGULATION SKILLS IN BLENDED LEARNING 3 Abstract Self-regulated problem solving is a crucial element for successful students and lifetime learners (Palmer & Wehmeyer, 2003). As students are using more technology-enhanced instruction, and teachers are using a more blended learning teaching model, the need for self-regulation increases. Self-regulation instruction should be infused daily in the classroom and especially in classrooms that have a blended learning environment. Teachers need access to lesson plans, strategies that promote self-regulation and help students become motivated and successful students. Therefore, I have created a website that will help teachers learn and practice how to successfully teach self-regulation skills in the classroom, especially in a blended learning environment. The website includes different methods and instruction ideas regarding goal setting, motivation, reflection, and self-control. It also includes ways to implement blending learning successfully in the classroom, especially with students who struggle with self-regulation skills. As teachers learn and are motivated to teach self-regulation in the classroom, students will gain confidence and be successful students and lifetime learners. SELF-REGULATION SKILLS IN BLENDED LEARNING 4 NATURE OF THE PROBLEM Learning to meet challenges and resolve problems are characteristics that students need to learn and practice to become successful lifetime learners and adults (Palmer & Wehmeyer, 2003). Self-regulation and self-motivation learners are defined as the self-directive processes and self-beliefs that enable learners to transform their mental abilities into an academic performance skill (Zimmerman, 2008). Students who can regulate behavior and emotion are more effective in the classroom during work time. Self-determined learners are associated with improved outcomes both in school and work skills after high school (Stang, Carter, Lane, & Pierson, 2009). Learners who lack self-regulation can develop this ability when practiced regularly in a classroom setting (Zimmerman, 2008). As schools are moving towards a blend of both technology-enhanced and instructional face-to-face learning, the need for self-regulation increases. Students who regularly use self-regulation are more motivated to do their best (Palmer & Wehmeyer, 2003). Furthermore, these students set better learning goals and use better learning strategies. These students are motivated to achieve and learn more (McQuirter & Meeussen, 2017). Therefore, if students do not develop or are not taught self-regulation skills in an elementary school classroom, they will struggle in a blended learning environment (Blair, 2003). These students will find it challenging to become independent and motivated learners throughout life (McQuirter & Meeussen, 2017). For this reason, teachers need to promote, teach, and practice self-regulation skills frequently in the elementary classroom. According to Stang et al., (2009), self-regulation/determination instruction should be infused within the daily general curriculum , especially in classrooms that use both technology instruction and teacher instruction. Classrooms that promote self-regulation offer instruction that SELF-REGULATION SKILLS IN BLENDED LEARNING 5 is relevant and rigorous and teachers have high learning expectations (Stang et al., 2009). Furthermore, students have access to age-appropriate peer-models and increased accountability for student outcomes. It is critical that the general curriculum in an elementary classroom fosters self-determination. Thus, teachers need to receive professional development and practice self-regulation regularly in the classroom for students to learn and practice self-determination. Teachers should provide instruction aimed at building students’ capacity related to goal setting and attainment, motivation, self-reflection, and self -control that can foster greater self-determination as students move through schooling (Palmer & Wehmeyer, 2003). Moreover, teachers need access to lesson plans and strategies to promote student self-regulation that can easily be used in the classroom setting and infused in the general curriculum and blended learning environments. As teachers receive professional training about self-determination and are held accountable for this type of teaching instruction, students will grow and become motivated and successful students throughout college. Literature Review Student learning is influenced by many factors inside and outside the classroom. Students need to learn to think critically; problem solve, control emotion, set, and obtain goals(Blair, 2003). Furthermore, students who possess and practice these skills are called self-regulated learners. Self-regulated learners are defined as possessing the skills, knowledge, and attitudes that enable a person to live a quality life and assume primary control and responsibility for a myriad of life activities (Stang et al., 2009). Self-determination and self-regulated problem solving are crucial elements for successful students and lifetime learners (Palmer & Wehmeyer, 2003). SELF-REGULATION SKILLS IN BLENDED LEARNING 6 Self-regulation is defined as the self-directive processes and self-beliefs that enable learners to transform their mental abilities into an academic performance skill (Zimmerman, 2008). Self-regulation skills help students to work more effectively in the classroom. Furthermore, self-regulation is seen as a proactive process that students use to acquire the academic ability, such as setting goals, selecting and deploying strategies, and self-monitoring one's effectiveness, rather than as a reactive event that happens to a student due to impersonal forces (Zimmerman, 2008). Self-regulation begins to develop in early childhood and develops in stages. One of the first models of how self-regulation is developed was articulated by psychologist Lev Vygotsky (Fox & Riconscente, 2008). As described by Fox and Riconscente (2008), Vygotsky theorized that self-regulation proceeds in stages. The first stage children are regulated by another person, typically a parent or teacher. The outside regulator provides the rules for behavior and monitors the children while they learn how to apply these rules to themselves. During the second stage, children start to internalize rules for themselves and apply these rules to other people. Lastly, children begin to apply rules to themselves and do so even when no one is watching (Fox & Riconscente, 2008). Self-regulation is often linked with school readiness. Kindergartners who can communicate their wants verbally, sustain attention, inhibit impulsivity, and follow directions are more successful and adjust appropriately to school (Blair, 2003). These students possess higher levels of self-regulation and cognitive skills and are more productive in elementary school (Blair, 2003). When students struggle with self-regulation, even at a very young age, this can be associated with poor work habits, trouble concentrating, low motivation, and behavioral problems (Blair, 2003). Although this may be true, self-regulation can be taught and practiced in SELF-REGULATION SKILLS IN BLENDED LEARNING 7 the classroom. When taught and practiced in the classroom, students’ self-regulation can improve, and successful learning experiences can be had. Blended Learning As technology has advanced, the capability of using technology-based instruction has increased in elementary schools (Hockly, 2018). In a traditional classroom setting, teachers taught, and students did not have direct access to knowledge. However, as technology has progressed, and students’ learning habits have changed, the need for more individualized learning has demanded a new way of teaching (Hockly, 2018). Teachers can combine both technology and instruction in a way that students can learn from both face-to-face instruction and computer technology (Hockly, 2018). This type of instruction is called blended learning. Blended learning is a format that combines the best of technology with the best of instruction engagingly and excitingly for students (Prescott et al., 2017). This type of adaptive learning can support whole-class, small-group, and independent work and may include station rotation, lab rotation, flipped classroom, or individual rotation. Blended learning is adaptable and may look different in each classroom, where this model of instruction is being used. Nevertheless, adaptive learning provides flexibility for teachers to choose the best model of instruction for their classroom and students. Often in an elementary class where the blended learning model is being used, teachers have students rotate from station to station because it builds on the models of activity centers that teachers may already be using. The station rotation model also provides teachers with time to work with small groups of students and offer students more support and individual attention. In this form of adaptive learning, students will have at least one station where they use some technology (Prescott et al., 2017). SELF-REGULATION SKILLS IN BLENDED LEARNING 8 Blended learning incorporates teacher-led instruction with digital technology using actionable data to provide students with a personalized learning path (Prescott et al., 2017). Furthermore, blended learning can be a useful teaching strategy that helps teachers differentiate students’ learning needs in the classroom, helps students choose the appropriate path for learning progression, and helps students reach academic targets and goals (Prescott et al., 2017). Differentiating learning provides teachers with the ability to reach all students despite various levels of academic ability in the classroom. By differentiating instruction, blended learning may provide opportunities for class and schoolwide improvements in students' success (Prescott et al., 2017). Despite the popularity of blended learning, it seems to be especially challenging for learners with lower self-regulatory abilities. However, those learners who can regulate their learning do well in this adaptive learning environment (Van Laer & Elen, 2016). Technology An essential part of blended learning is the use of technology. Sahlin, Tsertsidis, & Islam, (2017) demonstrated that computer and technology integration motivates, engages, and helps students meet academic goals. This study focused on six elementary schools in Sweden, where schools use technology daily in the classroom. Researchers wanted to understand how students interact with technology and how this affected their schoolwork, relationships in the classroom, and overall school experience. More specifically, researchers wanted to see if students perform better at school where technology is available. Researchers concluded that technology can provide students with greater understanding and empowers students to take a more creative and responsible approach to their learning and learning environment. Additionally, teaching is improved, and student’s technology skills grow (Sahlin et al., 2017). SELF-REGULATION SKILLS IN BLENDED LEARNING 9 Student growth is often associated with using technology in the classroom. As a result, students who regularly use technology became more concentrated, calm, structured, engaged, and amused when operating technology devices (Sahlin et el., 2017). Students collaborated, communicated better, were more technical, more creative, and were overall better problem-solvers (Sahlin et el., 2017). As a result, students learned how to work with others more effectively inside and outside the classroom. Students’ comfort levels with technology improve and provides students with the ability to creatively solve problems and collaborate with others in a positive and impactful way. Research suggests that teachers hesitate giving students more control in learning with technology (McQuirter & Meeussen, 2017). Teachers may fear that students will get distracted, look at inappropriate websites, argue over devices, and fail to set goals and meet timelines. Furthermore, teachers may not feel that they have received enough training to support the technology used in their classrooms, or frustrations students may experience when using the technology (McQuirter & Meeussen, 2017). However, when technology is used, it can foster an environment of self-regulation and responsibility in the classroom. Blended Learning that Promotes Self-Regulation When students are motivated, they are more likely to take the time to work and study harder. Self-efficacy is a critical element of motivation and is defined as individuals' judgment of their abilities to plan and carry out the necessary behaviors to achieve specific goals (Zimmerman, 2008). Students who have high self-efficacy have been noted to be more successful in learning, especially when working with technology or blended learning situations (Zimmerman, 2008). SELF-REGULATION SKILLS IN BLENDED LEARNING 10 For blended learning to encourage self-regulation, Sahlin et al. (2017) determined that blended learning should have a relevance to the student and classroom. Equally, the classroom environment needs to be tailored to the student and their goals. When elementary educators take a more facilitative role in blended learning, and students take more responsibility for their learning, self-regulation is developed, and motivation grows (Van Laer & Elen, 2016). Self-regulation can be natural for some students and harder for others but can be developed when practiced regularly in a classroom setting. Teachers’ Role in Self-Regulation There are many different learning models to teach self-regulation in the classroom. When teachers use a learning model for self-regulation, they teach their students to solve a sequence of problems to move them from where they are academically to where they want to be in their education journey (Palmer & Wehmeyer, 2003). Teachers are vital for teaching self-regulation to children who do not naturally possess the skills of a self-determined learner. Barry Zimmerman, a leading researcher on self-regulation, developed a three-phase model to help teachers teach self-regulation in the classroom. The first stage is the pre-learning stage. This helps students identify the expectations of the task and the outcome. This is when students can set goals for themselves and plan an approach to the task. The second stage is the performance phrase, in which students apply their strategy and work toward the completion of the task. This may include troubleshooting, thinking critically, and determining if they need help for the task. The last stage is the self-reflection stage. This is when students respond and reflect on the outcome of the task and how they could improve on the task. This stage hopefully translates to the forethought phrase for the next task given (Zimmerman, 2008). SELF-REGULATION SKILLS IN BLENDED LEARNING 11 Figure 1. Phases and subprocesses of self-regulation. Adapted from “Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects” by Barry J. Zimmerman (2008), American Education Research Journal, 45(1), 166-183. Furthermore, Zimmerman’s model demonstrates that with practice and teacher-support, all students can become successful self-regulated learners. Teachers are fundamental to this process. Teachers can help students accomplish self-regulation by modeling appropriate strategies and creating supportive yet academically challenging classes environments. This SELF-REGULATION SKILLS IN BLENDED LEARNING 12 modeling should happen in every grade level, yet the earlier practiced, the better students get at regulating behavior (Blair, 2003). Teachers can provide instruction and emotional support to students, and this is especially important for students who have low self-regulation skills. Teachers’ interactions with children can make a significant difference in self-regulation skills for students. When teachers have a positive relationship with students and high classroom management skills, students have better behavior and cognitive self-regulation (Yildiz, Kara, & Tanribuyurdu, 2017). Students who practice self-regulation are much more motivated to do their best. These students set better learning goals and use better learning strategies; they are motivated to achieve and learn more (Zimmerman, 2008). Furthermore, motivation regulation is an essential element of self-regulation. Motivation consists of how a student selects and manages goals and how they follow through when challenges arise as their learning unfolds (Jarvela et el., 2012). When students are motivated and self-regulated learners, they are more likely to take the time to work and study harder. Teaching Self-Regulation Skills with Technology Teachers have a significant responsibility to promote and teach self-regulation skills and techniques in the classroom. These skills and techniques will help students become self-determined and motivated learners, especially in blended learning classrooms. Providing instruction aimed at building students’ capacity related to choice-making, decision making, goal setting and attainment, problem-solving, self-advocacy and leadership skills can foster greater self-determination as students move through schooling (Palmer & Wehmeyer, 2003). However, many teachers have not received the training or possess the ability to foster self-regulation in the classroom. The Zimmerman model provides an example of the framework for teaching self-SELF-REGULATION SKILLS IN BLENDED LEARNING 13 regulation in the classroom and ways that teachers can promote self-regulation in the classroom that specifically support a blended learning curriculum. Goal setting is a crucial part of blended learning that motivates students to do their best and naturally promotes self-regulation. As goals are developed and worked on, setting goals can provide an incentive for students to perform better and promote pride in accomplishments in tasks given. Palmer and Wehmeyer (2003) concluded that goal setting promoted learning and growth when used regularly in the classroom. Fourteen teachers from two states were instructed to use a model of teaching that promoted self-determination and academic goal achievement. Palmer and Wehmeyer (2003) determined that students who were involved with the planning and evaluation of their goals in the classroom were more likely to accomplish their goals. Furthermore, when these teachers created an environment where students made and worked on goals, students had more opportunities to work on self-directed learning, and self-regulation would be enhanced naturally. Elementary students benefit when they learn to set and accomplish goals in primary school. Setting goals in elementary school teach students at an early age self-regulation skill (Kitsantas et al., 2009). The purpose of this study was to examine how prior achievement and self-regulation processes contributed to GPA, standardized test scores, and overall academic achievement. Kitsantas et al. (2009) determined that students with high self-regulation skills and goal orientation in elementary school developed a concrete foundation for academic development in the future (Kitsantas et al., 2009). However, for students to meet goals in meaningful ways, they need encouragement, examples, guided experiences, and appropriate tools (Mountain, 1998). When students SELF-REGULATION SKILLS IN BLENDED LEARNING 14 understand how personal success is related to working hard, making and achieving goals, and persistence, they will achieve more and be more successful learners. Self-regulated learners that use technology must learn how to manage their time effectively and adjust to learning strategies when they are not satisfied with their work (McQuirter & Meeussen, 2017). Teachers can provide students with checklists and tracking sheets that build off success criteria. Teachers need to model self-regulation strategies so that students learn to be responsible and reflective about their learning and behavioral choices (Dignath & Buttner, 2008). As students practice these skills throughout the year, they become much more aware of their behavior, especially when using technology (McQuirter & Meeussen, 2017). Self-regulated learners are given some control over their learning. Students need to learn to make personal decisions that show they know what they are learning and where they are going with that learning (Dignath & Buttner, 2008). Teachers need to model decision-making skills and make sure students are allowed to demonstrate what they are learning (McQuirter & Meeussen, 2017). Learning how to work independently and work with peers is an essential part of a self-determined student, especially as students use technology. Dignath and Buttner (2008) emphasized the importance of teaching the skills of collaboration for self-regulated learning. When using technology in the classroom, especially in blended learning instruction, students will need to work together and often share devices. Students need to learn to ask and give help to students. Furthermore, students will need to learn to work independently and, in a group, setting (McQuirter & Meeussen, 2017). Collaboration fosters self-regulation skills as well as social skills and gives students many opportunities to practice these skills. SELF-REGULATION SKILLS IN BLENDED LEARNING 15 Summary Promoting self-regulation is now a recommended teaching practice for all teachers. However, there is not much evidence that teachers are promoting or putting effort into teaching these skills (Carter et al., 2015). Researchers have suggested that self-regulation instruction should be infused throughout the general education classroom. Consequently, most teachers are not receiving relevant resources, and adequate training is limited for self-regulation skills to be entirely taught and practiced in the general classroom setting (Carter et al., 2015). Teachers need more training and more skills to foster a classroom environment where students can grow and develop into self-determined learners. The traditional model of classroom instruction is changing from one in which the teacher controls the learning to one in which students take more control and make more decisions in their learning path. This change is significant because it gives students the opportunity to develop and practice self-determination skills that will help them be successful learners for life. Teachers must reinforce self-regulation skills at an early age and have a classroom environment that fosters self-regulation through the general curriculum and blended learning model. Blended learning is rapidly spreading, and teachers need to foster a classroom environment where blended learning is used, while still teaching self-determination to students. Zimmerman (2008) noted that the development of self-regulated learning is a proactive process that changes with the learning context but is linked to academic success. SELF-REGULATION SKILLS IN BLENDED LEARNING 16 PURPOSE Self-determined learners are students who possess skills and abilities to problem solve and regulate their behavior in a classroom setting. Self-regulation is defined as the self-directive processes and self-beliefs that enable learners to transform their mental abilities into an academic performance skill (Zimmerman, 2008). Learners who can self-regulate are more productive and successful students in the classroom (Palmer & Wehmeyer, 2003). As students use more technology in the classroom, they need to learn and practice self-regulation regularly. For teachers to engage students in these skills, they need to teach and practice self-determination daily and including during blended learning instruction. When teachers instruct and educate students about self-regulation consistently, students will develop skills to become determined, motivated, and lifetime learners. The objectives of this project are to: 1. Develop teacher-led instruction and ideas for self-regulation practice in the elementary classroom. 2. Develop a website where teachers can access ideas and resources to integrate self-regulation into their classroom, specifically during blended learning. SELF-REGULATION SKILLS IN BLENDED LEARNING 17 METHOD As described in the literature review, self-regulation learners need to possess the aptitude and skills to regulate, and problem solve in the classroom. As teachers use more technology in the classroom, and a blended learning model of teaching, the need for students to self-regulate becomes more critical (Stang et al., 2009). It is vital that self-regulation is practiced and learned, especially in elementary classrooms (Palmer & Wehmeyer, 2003). Wehmeyer, Palmer, Agran, Mithaug, and Martin (2000) conducted a national survey of teachers to gauge each teacher’s knowledge and promotion of self-regulated learning. They determined that just 60% of the teachers surveyed were familiar with the self-regulation construct. From the results of the study, it was clear that teachers need more professional development and education in self-regulation teaching and strategies. Furthermore, as teachers are using more blended learning teaching and personalized learning in their classroom, the need to educate and teach self-regulation becomes even more critical. For this reason, elementary teachers need to be trained and be provided with resources that help students practice self-regulation daily in the classroom, specifically during blended learning instruction. As teachers practice self-regulation in the classroom, students will develop characteristics that will help them become motivated and successful lifetime learners. The need for teachers to teach self-regulation skills is essential for students to become productive students and adults. For this reason, I designed a website where teachers can access techniques, lesson plans, research, and ideas to help teachers implement more practice of self-regulation skills in the classroom. The purpose of this website is to educate teachers on how to teach self-regulation skills and to provide teachers with an easy to use database for these resources. SELF-REGULATION SKILLS IN BLENDED LEARNING 18 The website provides a place where teachers learn how to make and connect self-regulation practice a daily part of the classroom, especially for teachers who use blended learning curriculum. The website is geared towards the elementary teacher (particularly those who use blended learning), however teachers no matter the grade, will be able to access different ideas and inspiration to use in their classroom to promote self-regulation. The website has four sections that promote self-regulation and motivation in the classroom. These sections include goal-setting, motivation, self-control, and self-reflection. Each section represents part of the model Zimmerman created that help encourages self-regulation in the classroom. Furthermore, each section includes lessons that can be used to promote and practice the skill. Additionally, teachers are offered strategies and techniques that will help them encourage self-regulation daily in the classroom with things they are already doing (for each section), but specifically as students are using technology in the classroom. This will include ideas to improve the environment of the classroom, trackers, progress-monitoring, and ideas that will help students become more in control of their learning path. Assessment of Website I shared this website with six different teachers who reviewed and critiqued the website. These teachers included teachers from various elementary grades. I provided these teachers with a form which helped them rate my website, the effectiveness of the content, and any feedback they might provide. Moreover, as I received the critique and evaluation of the website, I made changes that enhanced the website and made it more helpful to teachers. The website is updated continually with new information and up to date resources. SELF-REGULATION SKILLS IN BLENDED LEARNING 19 DISCUSSION & FEEDBACK As teachers are using more technology in the classroom and a blended learning model of teaching, it is essential that students possess self-regulation skills to be successful students and lifetime learners (Palmer & Wehmeyer, 2003). Teachers who reinforce self-regulation skills in their classroom will naturally have students take more responsibility for their learning and be more motivated students (Van Laer & Elen, 2016). Teachers need to be educated on how to make self-regulation a natural part of their classroom, especially as more teachers are turning to a blended learning model of teaching. The purpose of my website (see Appendix A website URL) is to provide a place where teachers can access information, lesson plans, and resources that will help them make self-regulation practice a daily part of their classroom. Furthermore, the website provides ideas and resources that are related to goal setting, motivation, self-reflection, self-control, and how to help students be successful learners during blended learning teaching. The website is designed to be easy to use, and the resources are valuable for student learning as well as teacher knowledge. The process of my website included developing lesson plans, activities, games, and resources that help teacher implement self-regulation skills specifically for goal setting, motivation, self-reflection, and self-control. Furthermore, each category included a list of picture books that could be used to reinforce the topics. I also included blended learning techniques, ideas, and trackers that could be used that encourage more self-regulation skills and practice during blended learning teaching. SELF-REGULATION SKILLS IN BLENDED LEARNING 20 Evaluation of Website I sent the prototype of my website to six teachers who teach various elementary grade levels. I had them fill out a form with six questions (see Appendix B questions and answers). Their feedback was a valuable assessment of what I did right and how I could improve my website. I have taken their feedback and have changed and added resources to my website (see Appendix C changes). I have realized that teachers are eager to learn more about blended learning, especially ways to help their students be successful in this model of teaching. Furthermore, teachers understand the importance of teaching self-regulation skills, but it’s not necessarily something that they feel comfortable teaching. Providing teachers with resources that help them learn and grow, makes it much easier to provide teaching that helps students learn and practice self-regulation skills, especially during blended learning teaching. Building a community of teachers committed to cultivating self-regulation skills in a blended learning classroom is the purpose of my research and website. The blended learning model of teaching is a successful and meaningful way for students to learn and grow. Furthermore, as students learn and practice how to successfully self-regulate, they become more motivated to do their best. Moreover, as teachers learn and practice self-regulation in the classroom, students will flourish, and classrooms will be more successful. SELF-REGULATION SKILLS IN BLENDED LEARNING 21 REFERENCES Blair, C. (2003). Self-regulation and school readiness. Eric Digests. Retrieved from https://files.eric.ed.gov/fulltext/ED477640.pdf Carter, E. W., Lane, K. L., Jenkins, A. B., Magill, L., Germer, K., & Greiner, S. (2015). Administrator views on providing self-determination instruction in elementary and secondary schools. The Journal of Special Education, 49(1), 52-64. Cho, M.-H., & Shen, D. (2013). Self-regulation in online learning. Distance Education, 34(3), 290-301. Dignath, C., & Buttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis of intervention studies at primary and secondary school level. Metacognition Learning, 3, 231-264. doi:https://doi.org/10.1007/s11409-008-9029-x Fox, E., & Riconscente, M. (2008). Metacognition and self-regulation in James, Piaget, and Vygotsky. Educational Psychology Review, 20(4), 373-389. doi:10.1007/s10648-008-9079-2 Hockly, N. (2018, January). Blended learning. ELT Jornal, 72(1), 97-101. Jarvela, S., Jarvenoja, H., & Malmberg, J. (2012). How elementary school students' motivation is connected to self-regulation. Educational Research and Evaluation, 18(1), 65-84. Kitsantas, A., Steen, S., & Huie, F. (2009). The role of self-regulated strategies and goal orientation in predicting achievement of elementary school children. International Electronic Journal of Elementary Education, 2(1), 66-81. McQuirter, R., & Meeussen, N. (2017). Self-regulated learning: A touchstone for technology-enhance classrooms. The Reading Teacher, 70(3). doi:DOI: 10.1002/trtr.1564 Mountain, M. E. (1998). Goal setting. Classroom Leadership, 2(1). Retrieved from http://www.ascd.org/publications/classroom-leadership/sept1998/Goal-Setting.aspx Palmer, S. B., & Wehmeyer, M. L. (2003). Promoting self-determination in early elementary school teaching self-regulated problem-solving and goal-setting skills. Remedial and Special Education, 24(2), 115-125. Prescott, J. E., Bundschuh, K., Kazakoff, E., & Marcaruso, P. (2017). Elementary school wide implementation of a blended learning program for reading intervention. Journal of Educational Research, 111(4), 497-506. Punnett, B. J. (1986). Goal setting and performance among elementary school students. The Journal of Educational Research, 80(1), 40-42. SELF-REGULATION SKILLS IN BLENDED LEARNING 22 Sahlin, J. S., Tsertsidis, A., & Islam, M. S. (2017). Usages and impacts of the integration of information and communication technologies in elementary classrooms: case study of Swedish municipality schools. Interactive Learning Environments, 25(5), 561-579. Scott, R. M., & Meeussen, N. (2017, May/June). Self-regulated learning: A touchstone for technology-enhanced classrooms. The Reading Teacher, 70(6), pp. 659-666. Stang, K. K., Carter, E. W., Lane, K. L., & Pierson, R. M. (2009). Perspectives of general and special educators on fostering self-determination in elementary and middle schools. The Journal of Special Education, 43(2), 94-106. doi:10.1177/0022466907313452 Sungur, S., & Gungoren, S. (2009). The role of classroom environment perceptions in self-regulated learning and science achievement. Elementary Education Online, 8(3), 883-900. Retrieved from http://ilkogretim-online.org.tr Van Laer, S., & Elen, J. (2016). In search of attributes that support self-regulation in blended learning environments. Education and Information Technologies, 1395–1454. Ward, B. (2015). Deconstructing technological literacy: opening a window to problem-solving. Technology and the Engineering Teacher, 74(5), 18-22. Wehmeyer, M. L., Palmer, S. B., Agran, M., Mithaug, D. E., & Martin, J. E. (2000). Promoting causal agency: the self-determined learning model of instruction. Exceptional Children, 66(4), 439-453. doi:https://doi-org.hal.weber.edu/10.1177%2F001440290006600401 Yildiz, T. G., Kara, H. E., & Tanribuyurdu, E. F. (2017). Examining self-regulation skils according to teacher-child interaction quality. Education and Science, 39(176), 239-338. Zimmerman, B. J. (2008). Investigating self-regulation and motivation: historical background, methodological developments, and future prospects. American Education Research Journal, 45(1), 166-183. SELF-REGULATION SKILLS IN BLENDED LEARNING 23 APPENDICES Appendix A: Website URL Appendix B: Question and Answer Feedback Appendix C: Changes Made to Website SELF-REGULATION SKILLS IN BLENDED LEARNING 24 Appendix A Website URL https://blendedlearningresources.com/ SELF-REGULATION SKILLS IN BLENDED LEARNING 25 Appendix B Question and Answer Feedback Participant What was your overall impression of the website at first glance? Was the website easy to navigate? Were there any parts of the website that were confusing, need editing, or didn’t make sense? Would you use this resource in your classroom? Is the material shared useful? Why or why not? Were there any areas on the website I need to expand or anything you would like to see more of? Comments or suggestions? 1 Great pitch Yes, too many find out more links. Download Documents should have your website name and copyright. Yes Yes, give one free document away for each element then put a link to download more that redirects user to $5 per month registration to access the bulk of materials. You could easily make money with this. 2 Very clean, easy to read. I liked that each page had a similar look and feel. Yes, absolutely. I knew where I was on each page as well as how to get back to the other pages I had explored. No, based on the headings, I knew exactly what I was going to be reading as well as how to navigate from area to area. The material was useful, and I would use it in my classroom. I love the book sections, but I wonder if there are more age-appropriate books for older students 4th-6th grades that could be included. I would love to have you include your beautiful picture on the Homepage Great job! SELF-REGULATION SKILLS IN BLENDED LEARNING 26 3 The website looked professional, very well organized and laid out, and was pleasing to the eye. I was immediately interested in the topic and excited to explore all the ample resources. The way the website was categorized into different topics made it easy to navigate and find the areas I was interested in exploring. I thought the website flowed so well from category to category. I didn't notice any typos or mistakes in the website or any of the links. I thought it looked amazing! I would definitely use these resources in my classroom. Self-regulation is such an important skill for students to develop, and yet there is hardly any focus, discussion, or training in regard to effective ways to implement strategies. I was very impressed with the number of resources that were provided. I thought it was a good amount so as not to overwhelm the viewer but rather give confidence and support to teachers. This website is so helpful and needed! Having all the information and resources about self-regulation and blended learning in one place saves so much time for teachers and allows them to easily implement strategies into their classrooms. 4 I love the overall look. It's clean and simple and easy to read. Yes. And I am kind of picky about this kind of thing- good job! It looks like the Stop-Think-Act Lesson and Self-Control Sort are on the same download file, but that is unclear. There are some things that I saw that I could use. I like how you tried to have some resources for upper grades, too. I wish some were editable instead of pdf. It might be useful to have some more fleshed out examples of what it looks like in the classroom. I'm impressed with what you have done. I also liked the links with the Blended Learning Resource page. SELF-REGULATION SKILLS IN BLENDED LEARNING 27 5 It was clear and informative. The website was easy to navigate to different pages, links, and information. It was very easy to navigate to the different pages and to look at specific information. No, I thought it was well done, clear, and informative. Yes, Blended Learning is the new hot topic in education. It is a great resource for teachers to learn more about the topic, and it is helpful to have all of these resources in one place. It was a great website. It is like a digital, comprehensive file folder on Blended Learning. I like that I can go to one place for so much information. I would only want you to continue to update and add new information and helpful websites and links. 6 Valuable information that I need as a teacher. Yes. Easy to navigate. Yes, I want to do more blended learning teaching, yet my 2nd graders are not natural at self-regulation. This will help me do both! More blended learning ideas. This website is awesome! I would love more information. I would like to share this with some other teachers. SELF-REGULATION SKILLS IN BLENDED LEARNING 28 Appendix C Changes Made to Website • Added more resources under all categories • Added more books geared towards grades 4-6 • Added more blended learning resources • Added more blended learning teaching models resources including classroom menus for various subjects and choice board ideas • Switched some of the resources to word documents so that they are editable to meet the needs of a classroom or teacher