Adapting Pink Time to Promote Self-Regulated Learning across Course and Student Types

Timothy Baird
Virginia Tech

David Kniola
Virginia Tech

Joel Hartter
University of Colorado, Boulder

Kimberly Carlson
Virginia Tech

Donald Russell
Virginia Tech

Sarah Rogers
University of Colorado, Boulder

Joseph Tise
Penn State University

To explore new opportunities to promote self-regulated learning (SRL) across a variety of contexts, this study applies a novel assignment called Pink Time in seven different courses at two universities. The assignment asks students to “skip class, do anything you want, and give yourself a grade.” In each case, instructors adapted Pink Time to fit the needs of their course. Altogether, 165 students completed 270 self-directed projects and self-assessments targeting five component behaviors of SRL. Findings show that: (1) students were more likely to perceive success in certain behaviors of SRL than in others, (2) students’ perceptions across courses were similar for some behaviors but not others; and (3) subsequent iterations of the assignment supported higher perceived measures of some SRL behaviors but not others. Together these findings illustrate the value and flexibility of this progressive assignment as well as persistent challenges in supporting students’ SRL.

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