The rapid rise of online learning creates an imperative for course design strategies that support positive student outcomes. Students’ ability to self regulate academic behavior, such as goal-setting and time management, is important for both higher education and career success. It is particularly important in online courses where students lack feedback and are prone to procrastination.
This presentation will describe a proposed project to implement and study the impact of digital nudges on student self-regulatory behavior in an online course. Nudges are a tool that help individuals make decisions in their own best interest without coercion. A brief introduction to nudges will be provided followed by examples of the nudge types proposed to be incorporated into the course. The nudges will be delivered to students via the online course platform and through SMS text messages and will be designed to promote self-regulatory behaviors such as goal setting, time management, and self-reflection.
A brief overview will be given of the proposed study’s mixed-methods design. Instruments and data analysis will incorporate an interdisciplinary approach, measuring the influence and perception of digital nudges on student behavior, achievement and satisfaction in the course. In addition, the study will examine how student characteristics, such as ethnicity, procrastination profiles and cultural self-construals might mediate impacts and perceptions. Preliminary results from a pilot will be shared and a question and answer period will encourage session attendees to share their feedback and related experience.