Adapting Pink Time to promote self-regulated learning across course and student types

Simple item page
dc.contributor.authorBaird, Timothy D.en
dc.contributor.authorKniola, David J.en
dc.contributor.authorHartter, Joelen
dc.contributor.authorCarlson, Kimberlyen
dc.contributor.authorRogers, Sarahen
dc.contributor.authorRussell, Donen
dc.contributor.authorTise, Josephen
dc.contributor.departmentGeographyen
dc.contributor.departmentSchool of Educationen
dc.contributor.departmentManagementen
dc.date.accessioned2021-03-31T19:31:58Zen
dc.date.available2021-03-31T19:31:58Zen
dc.date.issued2020en
dc.date.updated2021-03-31T19:31:56Zen
dc.description.abstractTo explore new opportunities to promote self-regulated learning (SRL) across a variety of contexts, this study applies a novel assignment called Pink Time in seven different courses at two universities. The assignment asks students to “skip class, do anything you want, and give yourself a grade.” In each case, instructors adapted Pink Time to fit the needs of their course. Altogether, 165 students completed 270 self-directed projects and self-assessments targeting five component behaviors of SRL. Findings show that: (1) students were more likely to perceive success in certain behaviors of SRL than in others; (2) students’ perceptions across courses were similar for some behaviors but not others; and (3) subsequent iterations of the assignment supported higher perceived measures of some SRL behaviors but not others. Together these findings illustrate the value and flexibility of this progressive assignment as well as persistent challenges in supporting students’ SRL.en
dc.description.noteshttps://www.isetl.org/ijtlhe/pdf/IJTLHE3649.pdfen
dc.description.versionPublished (Publication status)en
dc.format.extentPages 49-63en
dc.format.mimetypeapplication/pdfen
dc.identifier.issn1812-9129en
dc.identifier.issue1en
dc.identifier.orcidCarlson, Kimberly [0000-0001-8199-5684]en
dc.identifier.orcidBaird, Timothy [0000-0003-1449-2571]en
dc.identifier.orcidKniola, David [0000-0002-7223-3810]en
dc.identifier.urihttp://hdl.handle.net/10919/102911en
dc.identifier.volume32en
dc.language.isoenen
dc.relation.urihttps://www.isetl.org/ijtlhe/en
dc.rightsIn Copyright (InC)en
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectAACSB Table 1 Scholar Contributionen
dc.subjectPub Teaching Learningen
dc.subject1301 Education Systemsen
dc.subject1302 Curriculum and Pedagogyen
dc.titleAdapting Pink Time to promote self-regulated learning across course and student typesen
dc.title.serialInternational Journal of Teaching and Learning in Higher Educationen
dc.typeArticle - Refereeden
dc.type.dcmitypeTexten
dc.type.otherArticleen
dcterms.dateAccepted2019-02-13en
pubs.organisational-group/Virginia Tech/Pamplin College of Businessen
pubs.organisational-group/Virginia Tech/Pamplin College of Business/Managementen
pubs.organisational-group/Virginia Techen
pubs.organisational-group/Virginia Tech/Natural Resources & Environmenten
pubs.organisational-group/Virginia Tech/All T&R Facultyen
pubs.organisational-group/Virginia Tech/Natural Resources & Environment/Geographyen
pubs.organisational-group/Virginia Tech/Natural Resources & Environment/CNRE T&R Facultyen
pubs.organisational-group/Virginia Tech/Natural Resources & Environment/Geography/Geography T&R facultyen
pubs.organisational-group/Virginia Tech/Liberal Arts and Human Sciencesen
pubs.organisational-group/Virginia Tech/Liberal Arts and Human Sciences/School of Educationen

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
2020_baird et al_pink time 2.pdf
Size:
447.55 KB
Format:
Adobe Portable Document Format
Description:
Published version
Download

Collections

All Faculty Deposits
Scholarly Works, Geography
Scholarly Works, Management
Scholarly Works, School of Education