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

ID: 50007 Type: Brief Paper
  1. Sarah North, University of Minnesota, United States

Wednesday, November 16 11:55 AM-12:15 PM Location: Edison E View on map

No presider for this session.

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.

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