How to facilitate self-regulated learning? A case study on open educational resources

Tak Lam WONG, Haoran XIE, Di ZOU*, Fu Lee WANG, Jeff Kai Tai TANG, Anthony KONG, Reggie KWAN

*Corresponding author for this work

Research output: Journal PublicationsJournal Article (refereed)peer-review

20 Citations (Scopus)


This paper investigates the students’ self-regulated learning in elementary education when traditional teaching method, which is teacher centered in a classroom, is replaced with a blended approach enriched with open educational resources. Various open educational resources such as videos, simulations, and learning games are readily available on the Web. In addition, mobile and classroom technologies, such as portable devices can be considered as teaching tools in education. The good use of these educational resources and technologies can not only assist students’ formal classroom learning but also cultivate the self-regulated learning of students. The i-Classroom implemented in an elementary school adopted a new teaching method, which made use of the online educational resources and information technology, to achieve this goal. Three surveys (Sample size N = 149, N = 168, N = 150) were conducted to investigate the effectiveness of promoting three key aspects of self-regulated learning: learning motivation, planning and management, and self-monitoring. Focus group interviewed was also carried out to collect the feedback in i-classroom learning. The results show that i-Classroom can help students to enhance their ability in self-regulated learning.

Original languageEnglish
Pages (from-to)51-77
Number of pages27
JournalJournal of Computers in Education
Issue number1
Early online date19 Apr 2019
Publication statusPublished - Mar 2020
Externally publishedYes

Bibliographical note

The work described in this paper was partially supported by a grant from the RGC of the HKSAR, China (UGC/IDS16/15). Haoran Xie’s work in this paper has been supported by the Individual Research Scheme of the Dean’s Research Fund 2017–2018 (FLASS/DRF/IRS-8), Seed Fund (SFG-6), and Top-up Fund (TFG-3) for General Research Fund/Early Career Scheme of the 2018 Dean’s Research Fund to MIT Department of The Education University of Hong Kong. Di Zou’s work has been supported by the Standing Committee on Language Education and Research, Education Bureau (EDB(LE)/P&R/EL/175/2) and the Funding Support to ECS Proposal Rated 3.5 (RG16/2018-2019R), The Education University of Hong Kong. A preliminary version of this article has been published in the 2018 International Symposium on Educational Technology (Wong et al. 2018b). This article has been extensively rewritten and extended by adding sufficient new contents and findings according to regulations of the Journal of Computers in Education.


  • Learning motivation
  • Open educational resources
  • Planning and management
  • Self-monitoring
  • SELF-regulated learning


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