Online technologies can facilitate new assessment designs, where students develop, analyse and reflect upon their learning. Online multi-stage assignments provide students with opportunities to submit and share their work over an extended period in social sharing spaces such as blogging and discussion forums. This study explores the challenges experienced by students while completing online multi-stage assignments and the processes of self-regulated learning students engaged with to overcome such challenges. We present interview data from three qualitative case studies involving 34 students across two Australian universities. The results show all students experienced challenges while working on multi-stage assignments. Students engaged with both online and offline social cues to regulate their learning and overcome task challenges. We discuss the design implications and provide recommendations for further research.

在线技术可以促进新的评估设计，学生可以在其中开发，分析和反思他们的学习。在线多阶段作业为学生提供了在社交共享空间（如博客和讨论论坛）中长时间提交和共享其工作的机会。这项研究探讨了学生在完成在线多阶段作业时遇到的挑战，以及为克服此类挑战而进行自我调节的学习过程。我们提供来自三个定性案例研究的访谈数据，涉及澳大利亚两所大学的34名学生。结果显示，所有学生在进行多阶段作业时都遇到了挑战。学生会利用在线和离线社交线索来调节他们的学习并克服任务挑战。