Abstract
Previous studies of self-regulated learning have focused primarily on K-12 learners in a co-present environment. This study focuses on the benefits of self-regulated learning techniques for adult learners taking transitional studies courses in the online modality. Advances in educational technology, including learning management systems and numerous interactive learning tools, have made it easier for subject matter experts, or SMEs, to design courses in which students learn key topics with minimal instructor intervention. This does not eliminate the instructor's role, but instead provides tools to allow the instructor to facilitate learning more effectively.
TopBackground
While the literature of self-regulated learning is extensive, the application of self-regulated learning strategies in college-level online courses is still developing. Much of the literature devoted to self-regulated learning predates contemporary approaches to online education, with studies focused on K-12 students in a traditional physical classroom. Self-regulated learning strategies are arguably even more important for students learning online because the instructor is not physically present to help students to plan, monitor, and evaluate their learning. Such strategies are crucial in transitional studies courses in reading and writing, as students in such courses are considered at risk. An at risk-student is anyone who falls into a category of individuals who either fail courses at a higher rate than average, or who drop out of college at a higher rate than is usual for that institution. A simple example of an at-risk student at the course level is any student who is retaking the course due to failing or withdrawing from it previously.
Fortunately, there are many educational technology tools that can help to foster self-regulated learning in online reading and writing courses. One common denominator of these tools is that they provide students with immediate and actionable automated feedback. Unlike feedback from instructors, which is limited by time and workload, these educational technology tools almost never need a break, other than occasional pauses for maintenance and upgrades. This quick feedback helps to build self-efficacy in students, which in turn can contribute to student success.
Key Terms in this Chapter
Guided Practice: Describes a variety of learning activities in which students are guided through important concepts. These activities are usually automatically graded.
Retrieval Practice Tool: A product that encourages students to read assigned textbooks by asking questions based on the concepts discussed in the text.
Transitional Studies: Courses offered in college, most often in reading, writing, or mathematics, for incoming students who do not meet the requirements for placement into a standard, credit-bearing course.
Contract Cheating: Hiring someone else to complete an academic assignment, especially a written assignment.
Self-Efficacy: The sense of belief in one’s ability to overcome obstacles and achieve success in life. It is closely associated with the work of Alfred Bandura.
Learning-Management System: A comprehensive electronic tool that facilitates teaching and learning in online courses. It is commonly abbreviated as LMS.
Self-Regulated Learning: The ability to learn independently of external supports, especially those provided by instructors, advisers, and tutors.
At-risk Students: An at-risk student is one who is thought to possess the characteristics of an individual who is at higher-than-average possibility of either failing a course or dropping out of college altogether.
Interactive Video Quiz: Product that provides instructors and course developers with the ability to embed graded or ungraded quizzes into videos.
Subject-Matter-Expert: An individual with thorough knowledge of a certain academic field who uses that knowledge to develop curriculum for one or more institutions. It is commonly abbreviated as SME.
Automated Writing Evaluation: Tool providing students and instructors with a detailed report on source use in an assignment in order to improve the quality of writing, including discouraging plagiarism and encouraging ethical research.