E-learning unterstützte Förderung von selbstreguliertem Lernen an der Universität

Translated title of the contribution: E-learning-supported encouragement of self-regulated learning at the university

Petra Wagner, Barbara Schober, Petra Gradinger, Ralph Reimann, Christiane Spiel

Research output: Contribution to journalArticlepeer-review

7 Citations (Scopus)


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.

Translated title of the contributionE-learning-supported encouragement of self-regulated learning at the university
Original languageGerman
Pages (from-to)289-303
Number of pages15
JournalZeitschrift fur Padagogische Psychologie
Issue number3-4
Publication statusPublished - Sept 2010


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