Applying individual strategies enhances learning in asynchronous learning paths

Abstract

Learning paths (LP), a combination of internet-based, sequenced learning content and self-learning tasks, enable learning to take place according to individual pace and depth and offer automated tests to check one’s own learning process. A broad diversity in learning approaches within LPs can help heterogeneous student groups to acquire the same knowledge base for further instruction and can be useful in developing blended learning courses. It turns out however, that different students show varying degrees of success when working autonomously with digital learning paths. Based on this, the following questions arise: how do students engage with the digital content; which learning opportunities do the students notice, and how do they use them. The study conducted examined student statements on how they worked through a learning path and why they chose a certain approach. Additionally, students answered questions about their process in a stimulated recall setting in order to find out why they processed the path in a certain way. The results show that success in the course is highly dependent on how much students were able to activate their self-regulating learning skills. Being able to apply their own strategies and working habits helped well-performing students, while the same setting offered too much openness and thus confusion to weaker-performing students. This provides key information on fostering engagement and self-regulated student learning, and how access to lectures for independent study can be implemented in a flipped classroom scenario.