E-learning unterstützte Förderung von selbstreguliertem Lernen an der Universität

This article deals with the evaluation of an e-learning supported program fostering self-regulated learning of students in higher education. The program pursues four goals: (1) self-regulated learning, (2) e-competence, (3) cooperation, (4) knowledge regarding research methods and evaluation. The components of self-regulated learning (goal 1) were investigated by the phase model of self-regulation (Zimmerman, 2000). To analyse the program's effectiveness a quasi-experimental pre-post-test-design was applied. 84 students attended the program (intervention group). Data from the intervention group and from 84 matched controls (control group) were collected using a questionnaire and a performance indicator before and after the intervention. Evaluation results support the effectiveness of the intervention. Effects in all intended goals became evident. Based on the model of self-regulation differences between intervention group and control group could be especially observed in the forethought- (e.g., self-efficacy) and self-reflection-phase (e.g., dealing with failure). All in all the results of this program show that e-learning supported courses at university should focus accompanying competences like self-regulated learning and cooperation in addition to the content they want to impart.