Era Roberts

Date of Award

Spring 2020

Document Type

Open Access Dissertation


Educational Studies

First Advisor

Fatih Ari


The purpose of this action research was to evaluate the impact of digital learning logs to support self-regulated learning (SRL) for high school students of average achievement who have individual access to digital connectivity within the classroom. Increased student access to and use of digital connectivity within school settings has resulted in access to high-interest material and off-task behavior. A small, rural, Southern high school provided each student a Chromebook. Additionally, this school implemented the Advancement via Individual Determination (AVID) program to provide instruction for academic strategies to increase achievement. This setting was selected to provide SRL strategy support in a networked learning environment, while also aligning to academic needs and program goals. Questions used to inform this research were: (a) how and to what degree does SRL strategy support affect student metacognition SRL skills, (b) how and to what degree does SRL strategy support affect performance control, and (c) how do students describe the impact of SRL strategy support on their task-related device use.

Over six weeks, 14 high school students in grade 10 used digital learning logs to support SRL through a three-stage SRL loop of forethought, performance control, and reflection. Data collection and analysis of pretest and posttest results from the metacognitive SRL (MSRS), effort management, and time and environment management subscales of the Metacognitive SRL Questionnaire (MSLQ), determined significant impact on all subscales. Learning logs entries were collected as structured diaries. Self-ratings within the learning logs provided statistically significant improvement in the areas vi of action planning, learning goal progresss, effort regulation, and time management. Interviews provided additional qualitative data. Emergent themes from inductive analysis included support for learning through managing tasks, focusing on task, and emphasizing learning.

Findings presented reflect the impact of digital learning logs as support for SRL and task-related device use in a one-to-one computing classroom, including increases in metacognitive SRL skills and performance control. Student responses presented describe how log use impacted learning behaviors and technology use. Implications include the importance of interacting with all SRL phases for SRL growth, and as a scaffold for increased choices within learning tasks.