Individual Differences in Self-Regulated Learning of College Students Enrolled in Online College Courses

Autor/inn/en	Schwam, Dina; Greenberg, Daphne; Li, Hongli
Titel	Individual Differences in Self-Regulated Learning of College Students Enrolled in Online College Courses
Quelle	In: American Journal of Distance Education, 35 (2021) 2, S.133-151 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schwam, Dina) ORCID (Greenberg, Daphne) ORCID (Li, Hongli)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2020.1829255
Schlagwörter	Individual Differences; Learning Strategies; Online Courses; Self Management; Distance Education; Student Experience; Undergraduate Students; Age Differences; Gender Differences; Technological Literacy; Questionnaires; Predictor Variables; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Individueller Unterschied; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Online course; Online-Kurs; Selbstmanagement; Distance study; Distance learning; Fernunterricht; Studienerfahrung; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Technisches Wissen; Fragebogen; Prädiktor
Abstract	With online course delivery on the rise, it is essential to understand the preparedness of students attending traditional universities. Prior research has found that some students struggle in online courses, which leads to a quest to better understand the reason why. Studies of self-regulated learning (SRL) in online and blended courses have added to our understanding. However, few studies have used a person-centered approach to study profiles of SRL in fully online courses, and none with a population of students attending a traditional university. This is of importance, especially at a time when traditional universities are increasingly providing online courses. To address the gaps in previous SRL profile research, the current study examined individual differences in SRL profiles of 477 students attending online courses at a traditional university setting, using the Online Self-regulated Learning Questionnaire (OSLQ). Using latent profile analysis, we found four different profiles, with a majority of the students falling in groups representing lower levels of SRL skills. We also explored the possible relationship of experience in online learning, online comfort, age, and gender with the identified self-regulated learning profiles. Relationships were found between the profiles and comfort level as well as with gender. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01