Author ORCID Identifier
Muhammad Ovais Ahmad: 0000-0002-7885-0369
Abstract
Reflective learning diaries can help students develop self-regulated learning (SRL), a critical skill for success. For teachers such learning diaries can be a valuable tool for formative evaluation of SRL. However, there is limited research on the use of reflective diaries in software engineering and information systems education. To address this gap, we conducted a case study in which reflective learning diaries were used in a course. The goal of this research is to investigate the potential of using reflective diaries to formatively evaluate three key features of SRL: conceptions of knowledge, conceptions of learning, and strategies for monitoring and regulating learning. Our findings suggest that reflective diaries are a valuable tool for formative evaluation of SRL in software engineering education. Reflection on learning experiences helps students develop self-awareness of their SRL skills and identify areas for improvement. Instructors can use this information to provide students with targeted feedback and support. By using reflective diaries to promote dialogic feedback, instructors can help students to develop a deeper understanding of their learning and become more effective self-regulated learners. The study concludes with lessons learned that provide practical recommendations for educators who are swiftly moving toward online teaching.
DOI
10.17705/1CAIS.05432
Recommended Citation
Ahmad, M. O. (2024). A Deep Dive into Self-Regulated Learning: Reflective Diaries Role and Implementation Strategies. Communications of the Association for Information Systems, 54, 868-888. https://doi.org/10.17705/1CAIS.05432
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