Extending Self-Regulation Through Chrome Extensions in the Online Classroom

Thinking about thinking may seem unnecessary, yet research notes, “It is essential for learners to be self-aware and mindful of their learning processes including knowing why they are learning something and thinking through appropriate learning approaches (e.g., goal orientation and metacognition)” (Delen & Liew, 2016, p. 27). Therefore, the self-regulated processes of thinking about the thinking necessary for school success and thinking about what goals need to be accomplished to ensure success go hand in hand. A Chrome extension that supports self-regulated goal orientation is called Todoist. Importantly, the simple extension allows the user to set a daily to-do list. The to-do list could reflect daily or weekly goals or tasks. Goal setting has been proven to be an effective self-regulatory practice in online classes (Jo et al., 2016; Kizilcec et al., 2017). Such an extension is worthwhile because the tool necessitates the planning, recording, and reflection on study habits capable of improving learning outcomes (Wandler & Imbriale, 2017).

Jointly, to support the timely completion of goals, a Chrome extension worthy of downloading is called Marinara: Pomodoro Assistant. The Pomodoro Technique was originally developed by Francesco Cirillo and is a time management system involving a web-based Pomodoro timer set to alternate between times to focus and times to take a break (Cirillo, 2018). Using a timer to establish work and break times is an excellent habit-forming and self-regulated behavior.

A final Chrome extension that can shed awareness of one’s learning is called RescueTime. This simple app tracks the time spent in the active window of Chrome and autocategorizes the web sites visited, scoring them from very productive to very distracting. Because “metacognition involves conscious awareness and control of one’s learning” (Tsai et al., 2018), using an app like RescueTime can enhance a student’s awareness of his or her own control over learning and distractions. Ultimately, these types of extensions support students in becoming more self-regulated metacognitively.

Cognitive, as well as metacognitive, self-regulatory practices are also needed for student success. Instructors and course designers can continue to support self-regulated learning by recommending tools that support cognitive engagement with academic endeavors. Such opportunities should allow students the ability to “select, organize, and integrate new information into their existing knowledge structures, which should increase students’ sense of control and value beliefs” (Artino & Jones, 2012, p. 174). A Chrome extension that can be used to select information when researching topics is Britannica Insights. This extension teams up with Merriam-Webster to streamline the research process to uncover the most credible information as it relates to context and a robust understanding of the topic. The information pops up along the right corner of the results page of the web browser and is easily accessible.

Another academically focused Chrome extension that supports a student’s ability to organize information is PowerNotes. This app supports the research process by allowing students to gather, integrate, organize, and track internet and online library research. The extension allows for the writer to take the gathered research and view an outline format of it while tracking the source information as well.

A final recommendation capable of enhancing a student’s academic skills is to utilize Grammarly, a Chrome extension that functions as a spelling and grammar checker. With an emphasis on the critical role of self-regulation in the online environment, research indicates, “Empowering students with the tools needed to be successful and active learners, rather than passive sponges, will lead to a more fulfilling and productive educational experience for all” (Wandler & Imbriale, 2017, p. 13). Clearly, such extensions are empowering tools to augment cognition and self-regulation in a variety of dynamic ways.

In addition to encouraging cognitive self-regulatory strategies, the self-regulation of emotions in the online classroom can also be effective. The need for positive emotional experiences is a vital concern when considering individualized and personalized online learning (Kim, 2012). To encourage positive emotional experiences in the online environment, one recommendation is to use humor. Using humor in the classroom improves the attention and focus of a student while increasing learning and connection between students and the instructor (McCabe et al., 2017). Selfdeprecating humor is recommended in the online classroom to avoid isolating or offending students (Shatz & LoSchiavo, 2006). A humorous Chrome extension for an instructor to use to connect with students is Bitmoji. This extension is a personalized avatar extension capable of generating hundreds of emojis to connect with students, allowing students to see a more personal and approachable instructor behind the computer screen.

Along the same lines of using humor, a Chrome extension called Emoji Keyboard by JoyPixels could be used to further connect with students. Such emoticons enable greater transparency regarding messages sent as they better capture the nonverbal tone of the communicator. In fact, in one study researching the impact of instructors using emoticons, the instructor was “perceived as being significantly more extraverted, agreeable, and open to experience” (Grieve et al., 2019, p. 232).

Finally, in one study on emotion management in the online environment, research revealed that reassurance and support from the instructor and classmates offset feelings of being alone, stressed, and anxious, which are all feelings often associated with online learning. Known as up-regulating, this idea of encouragement in the online environment is desired (Xu et al., 2014). To supply reassurance and support, an instructor might use a Chrome extension called Pablo. With this extension, an instructor can create beautiful graphic images, selecting from more than 500,000 images while adding one’s own motivational and up-regulating text. The images can be uploaded and distributed to students privately or collectively to inspire, notify, or uplift. With regard to emotion regulation, students need to be supported (Kim, 2012), and such extensions allow for such support.

Challenges do arise with the implementation of self-regulatory practices. For instance, there are other self-regulatory practices outside of the ones mentioned worthy of exploration. Additionally, needs will vary by student and educational experience level. Special considerations include female students in general who reported more varied emotions as well as more negative emotions embodying anxiety or fear with regard to online courses (Conrad, 2002). In fact, instructors should remember that “female students facing complex situations and responsibilities, such as balancing work and home commitments, may need more support and guidance from instructors in order to persist with their learning efforts” (Pentaraki & Burkholder, 2017, p. 17).

Additional considerations include young students and Black students, who emerged as noted populations consistently underperforming out of a dataset of over 40,000 online degree-seeking students in one study (Xu & Jaggars, 2014). A final important consideration is that self-regulation strategies are most effective when implemented as early as possible (Muljana & Luo, 2019). Therefore, instructors must be prepared at the onset of a class to aid students in becoming more self-regulated by both modeling and sharing resources to compel the implementation of self-regulatory practices and resources.

New developing technologies, such as the ones explored here, will continue to be developed to aid in helping students grow as self-regulated learners; it is, therefore, essential to use evidence-based approaches when selecting technologies that optimize learning and best meet the needs of online students (Delen & Liew, 2016).

The tools that educators can provide to first time online learners to foster their self-regulatory behaviors are limitless as technologies develop. As educators, we must intentionally develop student self-regulatory skills through the design of the online learning environment. (Barnard-Brak et al., 2010, p. 68) Keeping the metacognitive, cognitive, and emotional needs of online students in mind will positively support the successful implementation of critical self-regulation practices.