During the last 5 years we developed our traditionally delivered first year, first semester programming course, COMP150, into a mastery learning orientated course - a delivery format allowing students to work at their own pace towards the achievement level they aim for.
In such a learning environment students' ability to self-regulate their learning plays a vital role in order to set-up goals and work toward these goals accordingly by self-monitoring their progress. However, based on our observations on how students adapted their learning behaviour to the successive changes, we have to conclude that for a large group of our students the ability to self-regulate their learning is not developed in a way which leads to a satisfactory engagement with the course.
In this talk, I report on the subsequent changes to the course and how those impacted students' engagement, their learning progress and their final grades to inform other colleagues and to initiate a discussion on how to foster self-regulated learning early on in a course programme.
Last modified: Monday, 09-Jul-2018 14:22:33 NZST
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