The Reality Of Self-regulated Learning In An Asynchronous, Online Learning Environment

Self-regulated learning (SRL) occurs when students assert control in their learning environment to reach intended goals (Pintrich, 2004). SRL skills, such as time management and goal setting, are an important source of achievement differences (Stadler, Aust, Becker, Niepel, & Greiff, 2016; Zimmerman & Schunk, 2011) and a predictor of course satisfaction (Inan, Yukselturk, Kurucay, & Flores, 2017). Self-regulation in online contexts is thought to be particularly important for student success (Broadbent & Poon, 2015; Shea & Bidjerano, 2012; Allen & Seaman, 2010).

This presentation will share the results of a self-regulated online learning survey administered in a self-paced, asynchronous, online, university-level course. The survey, adapted from Jansen et al. (2016), has been completed by 385 students. Data previously collected in the course shows high levels of student procrastination, as evidenced by activity peaks around major course deadlines. Steel (2007) describes procrastination as the “quintessential self-regulation failure” (p.1) and research consistently shows that overall, students’ self-regulatory skills are suboptimal (e.g., DiFrancesca, Nietfeld, & Cao, 2016; Peverly, Brobst, Graham, & Shaw, 2003; Pressley & Ghatala, 1990). Indeed, students enrolled in our course consistently lament their lack of time management skills and our survey results indicate that students report only moderate self-regulation skills.

Summaries of the data will be presented, and strategies for designing activities to enhance students’ self-regulatory behaviors will be discussed. Attendees will be asked to share their experiences supporting students’ self-regulation in a discussion following the presentation portion.