Presented By: Jean Paul Iyakaremye, Purdue University
Co-Authors: Jeneen Fields, Purdue University
Morgan Muff, Purdue University
Mark Russell, Purdue University
Karlie Tischendorf, Purdue University

A self -regulated learning (SRL) experience is an approach whereby students take control of their learning by incorporating motivation, action, and metacognition into their learning process. Self-regulated learning is considered one of the most effective ways to learn and an influential factor in college student success. However, studies on self-regulated learning have been limited within university settings. We used data collected from students in an undergraduate introductory plant science course to explore student experiences when using interactive notebooks and their description of the role interactive notebooks play in informing their self-regulated learning. Data was collected through semi-structured interviews. Using cognitive constructivism theory, the study revealed that interactive notebooks can be used to inform students self-regulated learning practices through learning material review, search for more information related to the learning materials, and in discovery of their most effective learning styles preferences. The findings highlight that students benefit from interactive notebooks through individual reflection on the learning materials. Given the continuum of information on student processing capabilities, there should be additional exploration of learning strategies needed to accommodate a wide range of student needs and preferences.