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Emergence of self-regulation among online learners.

Article Excerpt
Abstract

The author examines the emergence of indication of increased self-regulation strategies among online adult learners as part of a qualitative study of elementary education students in an online cohort. After two rounds of open-ended surveys, an unexpected theme emerged, indicating that participants increased self-regulation strategies while learning online.

Introduction

Online instruction is accelerating as a mode of teaching and learning. In addition, research aimed at best practices for online teaching and learning is increasing. Most instructors are interested in long term learning results, and learners who are self-regulated are more likely to transfer their knowledge to future problems or life situations (Driscoll, 2005; Mayer, 2002). In addition, adult learners who have experienced effective teaching models (both instructors and peers) tend to use those skills into adulthood (Pressley, 1995). However, indications of self-regulation during online learning have not been extensively studied.

We find ourselves, then on the brink of a new medium for teaching. Online learning is an emerging trend among college students, but leaves faculty questioning if the quality and intensity of learning among online instruction leads learners to meet predetermined learning goals. One way to determine if quality learning is occurring may be to examine the amount of self-regulation that online learners engage in, and perhaps compare successful online learners with those who do not tend to be successful in that medium. This paper describes some emerging evidence that learners in an organized cohort for online degree completion in a teacher education program report increased level of self-regulated learning.

Social Aspects of Self-Regulated Learning

Self-regulated learning is closely related to motivation and is the process in which learners use their cognitions, learning behaviors and emotions in order to attain learning goals (Driscoll, 2005; Schunk & Zimmerman, 1994). Learners who are self-regulated set learning goals and regulate their behaviors toward meeting those goals. They actively observe their performance and determine their effectiveness to meet established goals, and adjust their performance to move closer to the goal. Schunk and Zimmerman (1994) refer to this as an enactive feedback loop, the essence of self-regulated learning. As learners develop new strategies and experience self-efficacy with self-regulated learning, they tend to improve their ability to transfer their skills to novel conditions (Driscoll, 2005). In turn, as learners become more skilled in performance or increase conceptual constructs, they also develop increased self-regulation, as they perceive it as useful in achieving their goals. Self-efficacy, then, can lead to increased self-regulation, although Pressley (1995) maintains that these metacognitive skills are developed over an extended period of time.

An interesting development is the social aspect of self-regulation. Pressley (1995) maintains that self-regulation is mediated by long term social aspects concerning overall learning. He draws upon Vygotsky's learning theory to...

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