Profiles in Self-Regulated Learning in the Online Learning Environment

Autor/inn/en	Barnard-Brak, Lucy; Lan, William Y.; Paton, Valerie Osland
Titel	Profiles in Self-Regulated Learning in the Online Learning Environment
Quelle	In: International Review of Research in Open and Distance Learning, 11 (2010) 1, S.61-80 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Electronic Learning; Help Seeking; Time Management; Online Courses; Goal Orientation; Student Motivation; Profiles; Learning Strategies; Cognitive Style; College Students; College Instruction; Correlation; Academic Achievement; Student Surveys; Questionnaires; Web Based Instruction; Self Management + Suchen Sie Ihr Suchwort? Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Zeitmanagement; Online course; Online-Kurs; Zielorientierung; Zielvorstellung; Schulische Motivation; Charakterisierung; Profilanalyse; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognitive styles; Kognitiver Stil; Collegestudent; Hochschullehre; Korrelation; Schulleistung; Schülerbefragung; Fragebogen; Web Based Training; Selbstmanagement
Abstract	Individuals who are self-regulated in their learning appear to achieve more positive academic outcomes than individuals who do not exhibit self-regulated learning behaviors. We suggest that distinct profiles of self-regulated learning behaviors exist across learners. In turn, these profiles appear to be associated with significantly different academic outcomes. The purpose of the current study was to examine whether profiles for self-regulated learning skills and strategies exist among learners. To achieve this purpose, we conducted two studies using two different samples. We administered the Online Self-Regulated Learning Questionnaire (OLSQ), a 24-item scale with a 5-point Likert-type response format, to students enrolled in online degree programs at a large, public university located in the Southwestern United States. The OSLQ consists of six subscale constructs, including environment structuring, goal setting, time management, help seeking, task strategies, and self-evaluation. Latent class analyses were performed with participant subscale scores from the OSLQ. Our results indicate the presence of five, distinct profiles of self-regulated learning replicated across both study samples: super self-regulators, competent self-regulators, forethought-endorsing self-regulators, performance/reflection self-regulators, and non- or minimal self-regulators. Results also indicate that individuals differ significantly in their academic achievement according to their profile membership; for example, minimal and disorganized profiles of self-regulated learning are both associated with similar, poorer academic outcomes (e.g., lower GPAs). These profiles in self-regulated learning may be viewed as contributing to the development of theory by elucidating how exactly individuals are and are not self-regulated in their learning. The authors suggest future research directions. (Contains 6 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10