Self-regulation in open-ended online assignment tasks: the importance of initial task interpretation and goal setting

Beckman, K; Apps, T; Bennett, S; Dalgarno, B; Kennedy, G; Lockyer, L

Self-regulation in open-ended online assignment tasks: the importance of initial task interpretation and goal setting

Beckman, K Apps, T Bennett, S Dalgarno, B Kennedy, G Lockyer, L

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Publisher:: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Publication Type:: Journal Article
Citation:: Studies in Higher Education, 2020
Issue Date:: 2020

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Field	Value	Language
dc.contributor.author	Beckman, K
dc.contributor.author	Apps, T
dc.contributor.author	Bennett, S
dc.contributor.author	Dalgarno, B
dc.contributor.author	Kennedy, G
dc.contributor.author	Lockyer, L https://orcid.org/0000-0003-1517-2342
dc.date.accessioned	2020-09-20T03:32:27Z
dc.date.available	2020-09-20T03:32:27Z
dc.date.issued	2020
dc.identifier.citation	Studies in Higher Education, 2020
dc.identifier.issn	0307-5079
dc.identifier.issn	1470-174X
dc.identifier.uri	http://hdl.handle.net/10453/142772
dc.description.abstract	© 2019, © 2019 Society for Research into Higher Education. With an increase in technology to mediate learning and a shift to more student-centred approaches, open-ended online assignment tasks are becoming more common in higher education. Open-ended tasks offer opportunities for students to develop their own interpretations of the requirements, and online technologies offer greater flexibility and afford new types of interactions with teachers and other students. This paper presents a study of students' task interpretation and self-set goals in the context of five open-ended online assignment tasks. The findings presented in this paper demonstrate the importance of a high-quality task understanding for goal setting and suggest practical implications for task design and support.
dc.language	English
dc.publisher	ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.relation	http://purl.org/au-research/grants/arc/DP140100406
dc.relation.ispartof	Studies in Higher Education
dc.relation.isbasedon	10.1080/03075079.2019.1654450
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1301 Education Systems, 1303 Specialist Studies in Education
dc.subject.classification	Education
dc.title	Self-regulation in open-ended online assignment tasks: the importance of initial task interpretation and goal setting
dc.type	Journal Article
utslib.for	1301 Education Systems
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	/University of Technology Sydney/DVC (Research)
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
pubs.organisational-group	/University of Technology Sydney/DVC (Research)/Graduate Research School
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	closed_access	*
pubs.consider-herdc	true
dc.date.updated	2020-09-20T03:32:25Z
pubs.publication-status	Published

Abstract:

© 2019, © 2019 Society for Research into Higher Education. With an increase in technology to mediate learning and a shift to more student-centred approaches, open-ended online assignment tasks are becoming more common in higher education. Open-ended tasks offer opportunities for students to develop their own interpretations of the requirements, and online technologies offer greater flexibility and afford new types of interactions with teachers and other students. This paper presents a study of students' task interpretation and self-set goals in the context of five open-ended online assignment tasks. The findings presented in this paper demonstrate the importance of a high-quality task understanding for goal setting and suggest practical implications for task design and support.

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http://hdl.handle.net/10453/142772