Promoting College Student Self-Regulation in Online Learning Environments

Jacob Wandler, William John Imbriale


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.


Self-regulation; online; college

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