How do frequent deadlines influence learning outcomes in blended learning in higher education.

Abstract

In blended learning self-regulated learning skills are considered important because of individual work online. A critical part of self-regulated learning is organizing learning by distribution of learning activities. In this study the effects of weekly deadlines in a blended learning environment on self-regulated learning, learning outcomes and distribution of learning activities are examined. This study was conducted at University of Applied Sciences Utrecht. The participants were students in teacher education learning to become English teachers. A quasi-experimental design was used with a control group that had end of term deadlines and an experimental group with weekly deadlines. This study determined what the influence of frequent deadlines is on the learning outcomes of students by measuring results. Additionally, distribution of learning activities has been measured to see whether frequent deadlines will result in better distribution of learning activities and more time on task. Self-regulated learning skills were measured using a modified version of the Motivated strategies for learning questionnaire. There was a negative effect of frequent deadlines on academic cognition and no effect on academic motivation and academic behavior. No effect of frequent deadlines was found on learning outcomes and distribution of learning activities. No significant differences for sex were found.