8 Cho and Shen, “Self-regulation in online learning” (8/18) -- Online Learning Toolbox

8 Cho and Shen, “Self-regulation in online learning” Reference Background This study proposes SRL (self-regulated learning) as a skill which a student can obtain through proper guidance by the instructor. The roles of effort regulation, metacognitive regulation, and interaction regulation and how they relate to student achievement in online learning were analyzed and reported. Essentially, SRL involves a student’s effort to manage learning processes systematically in order to achieve specific goals in online learning. Who was studied: - 64 students enrolled in Introduction to Gerontology - 91% were female - 84% were White - Average year in school: 2 - Average age: 27 - Number of online courses taken prior to this online course: 2 - Participation in the research was voluntary, but those participating received an extra point towards their final grade. What was studied/reported on: - Intrinsic Goal Orientation - Extrinsic Goal Orientation - Academic Self-efficacy - Effort Regulation - Metacognitive Regulation - Interaction Regulation How the research was collected and measured: - Minor system-generated data, including the amount of time students stayed online - Students’ self-reported data - Questions were delivered via Blackboard - No face-to-face meetings - A 7-point Likert scale was used where 1 denoted not at all true of me and 7 denoted very true of me Key points - Although online learning is increasingly becoming a common means of education, there are many challenges that must be considered, especially in the context of how they affect SRL, such as: - Lack of immediate support - A feeling of being lost or socially isolated - Absence of goal commitment - Shortage of coping strategies - Underestimation of the time required to complete tasks - Inability to self-regulate one’s learning - A higher dropout rate in online courses - There are a number of benefits to skillful self-regulated learners over less skillful learners, which include: - Higher fundamental goal orientation - A greater academic self-efficacy - Ability to better regulate and adjust their learning process in learning contexts - SRL was measured against the following concepts: - Goal Orientation—students’ intention for outcome - Intrinsic Goal Orientation - Students’ disposition toward mastering the task - Positively relates to self-regulation and performance - Extrinsic Goal Orientation - Students’ disposition toward getting good grades - Negatively relates to self-regulation and performance - Intrinsic Goal Orientation - Academic Self-efficacy—students’ level of confidence regarding their learning and performance - Associated with social interaction in online learning settings - Related to comfort level with sharing personal - Related to connecting to instructors - Positively related to their self-regulation and academic performance - Regulation - Effort Regulation - Students’ level of commitment to manage tasks and challenges - Metacognitive Regulation - Students’ ability to plan