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

Karley Beckman, Tiffani Apps, Sue Bennett, Barney Dalgarno, Gregor Kennedy, Lori Lockyer

    Research output: Contribution to journalArticlepeer-review

    4 Citations (Scopus)

    Abstract

    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.
    Original languageEnglish
    Pages (from-to)821-835
    Number of pages15
    JournalStudies in Higher Education
    Volume46
    Issue number4
    Early online date20 Aug 2019
    DOIs
    Publication statusPublished - 2021

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