Promoting College Student Self-Regulation in Online Learning Environments

Jacob Wandler, William John Imbriale

Abstract


College student enrollment in online courses has steadily increased over the course of many years and is expected to continue to increase for the foreseeable future. The need for instructors to utilize best practices in online instruction and course design is crucial. This article presents strategies for online instructors to promote student use of self-regulated learning strategies (SRLS) in online courses, which has been associated with positive academic achievement. Implementation guidelines, empirical evidence linked to improved SRLS, and potential drawbacks are discussed.

Keywords


Self-regulation; online; college

Full Text:

PDF

References


Abdous, M., He, W., & Yen, C. J. (2012). Using data mining for predicting relationships between online question theme and final grade. Journal of Educational Technology & Society, 15(3), 77—88.

Allen, I. E., & Seaman, J. (2011). Going the Distance: Online Education in the United States, 2011. Needham, MA: Babson Survey Research Group.

Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S.L. (2009). Measuring self-regulation in online and blended learning environments. Internet & Higher Education, 12(1), 1—6.

Barnard-Brak, L., Paton, V. O., & Lan, W. Y. (2010). Self-regulation across time of first-generation online learners. Research in Learning Technology, 18(1), 61-70.

Bol, L., & Garner, J. K. (2011). Challenges in supporting self-regulation in distance education environments. Journal of Computing in Higher Education, 23(2-3), 104—123.

Bouffard, T., Boisvert, J., Vezeau, C., & Larouche, C. (1995). The impact of goal orientation on selfâ€regulation and performance among college students. British Journal of Educational Psychology, 65(3), 317-329.

Chang, M. M. (2007). Enhancing web-based language learning through self-monitoring. Journal of Computer Assisted Learning, 23(3), 187—196.

Cheng, K. H., Liang, J. C., & Tsai, C. C. (2013). University students’ online academic help seeking: The role of self-regulation and information commitments. Internet & Higher Education, 16, 70—77.

Choi, I., Land, S. M., & Turgeon, A. J. (2005). Scaffolding peer-questioning strategies to facilitate metacognition during online small group discussion. Instructional Science, 33, 483—511.

Connor-Greene, P. A. (2000). Making connections: Evaluating the effectiveness of journal writing in enhancing student learning. Teaching of Psychology, 27, 44—46.

Dabbagh, N., & Kitsantas, A. (2004). Supporting self-regulation in student-centered web-based learning environments. International Journal on E-Learning, 3, 40—47.

Dabbagh, N., & Kitsantas, A. (2005). Using web-based pedagogical tools as scaffolds for self-regulated learning. Instructional Science, 33, 513—540.

Dignath-van Ewijk, C., Fabriz, S., & Buttner, G. (2015). Fostering self-regulated learning among students by means of an electronic learning diary: A training experiment. Journal of Cognitive Education and Psychology, 14, 77—97.

Ferla, J., Valcke, M., & Schuyten, G. (2010). Judgments of self-perceived academic competence and their differential impact on students’ achievement motivation, learning approach, and academic performance. European Journal of Psychology of Education, 25, 519-536.

Goh, T.-T., Seet, B.-C., & Chen, N.-S. (2012). The impact of persuasive SMS on students’ self-regulated learning: The impact of persuasive SMS on students’ self-regulated learning. British Journal of Educational Technology, 43(4), 624—640.

Hu, H., & Driscoll, M. P. (2013). Self-regulation in e-learning environments: A remedy for community college? Journal of Educational Technology & Society, 16, 171-184.

Kim, C., & Keller, J. M. (2007). Effects of motivational and volitional email messages (MVEM) with personal messages on undergraduate students? motivation, study habits and achievement. British Journal of Educational Technology, 39(1), 36—51.

Lauricella, S., & Kay, R. (2013). Exploring the use of text and instant messaging in higher education classrooms. Research in Learning Technology, 21.

Levy, Y. (2007). Comparing dropouts and persistence in e-learning courses. Computers & Education, 48, 185—204.

Michinov, N., Brunot, S., Le Bohec, O., Juhel, J., & Delaval, M. (2011). Procrastination, participation, and performance in online learning environments. Computers & Education, 56(1), 243—252.

Nota, L., Soresi, S., & Zimmerman, B. J. (2004). Self-regulation and academic achievement and resilience: A longitudinal study. International Journal of Educational Research, 41, 198-215.

Panadero, E., & Alonso-Tapia, J. (2014). How do students self-regulate? Review of Zimmerman’s cyclical model of self-regulated learning. Anales de Psicologia, 30, 450-462.

Roblyer, M. D. (1999). Is choice important in distance learning? A study of student motives for taking internet-based courses at the high school and community college levels. Journal of research on computing in education, 32, 157-171.

Sitzmann, T., & Ely, K. (2010). Sometimes you need a reminder: The effects of prompting self-regulation on regulatory processes, learning, and attrition. Journal of Applied Psychology, 95, 132—144. doi.org/http://dx.doi.org.proxy1.cl.msu.edu/10.1037/a0018080

Sitzmann, T., & Johnson, S. K. (2012). The best laid plans: Examining the conditions under which a planning intervention improves learning and reduces attrition. Journal of Applied Psychology, 97, 967—981.

Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25, 3-17.

Zimmerman, B. J. (2000). A social cognitive perspective. Handbook of self-regulation, 13.

Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated performance: An introduction and overview. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 1-12). New York, NY: Routledge.




DOI: http://dx.doi.org/10.24059/olj.v21i2.881

Bookmark and Share


Copyright (c) 2017 Online Learning Journal