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

  1. Sarah North, University of Minnesota, United States
Wednesday, November 16 11:55 AM-12:15 PM Edison E

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 ...