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Examining self-regulated learning in an asynchronous, online course: A qualitative study
PROCEEDING

, University of Minnesota, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, United States Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The increase in online enrollment in higher education, coupled with high attrition rates, indicates a need to better understand learner motivation and self-regulated strategies within the online environment. This study uses interviews with three online learners to understand the experiences and actions of learners in an asynchronous online course. Three primary themes emerged, indicating that while learners valued flexibility in the online course, it created challenges in their study efforts; learners reported instructional aspects which proved helpful for self-regulation and motivation; and that learners’ personal study habits varied greatly, but individuals showed confidence in their unique efforts. The contribution of this study is in better understanding students in online courses with varying degrees of self-regulatory skills, and in identifying strategies that can by employed by instructors and course designers to assist learners in developing tools for academic success.

Citation

North, S. (2016). Examining self-regulated learning in an asynchronous, online course: A qualitative study. In Proceedings of E-Learn: World Conference on E-Learning (pp. 757-763). Washington, DC, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 20, 2019 from .

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