Abstract
Self-regulatory skills have been associated with positive outcomes for learners. In
the current study, we examined the self-regulatory skills of students who are firstgeneration
online learners over the course of their first semester of online
instruction. The purpose of this study is to determine whether the online selfregulatory
skills of learners changed across time as associated with being
immersed in their first online learning environment. The results of the current
study indicate no significant differences in the online self-regulatory skills of
learners across time. Results suggest that environmental factors such as being
immersed in an online learning environment for the first time is not, in and of
itself, associated with the development of self-regulatory skills of online learners.
We conclude that the design of online courses needs to consider ways of
developing self-regulatory skills as these skills are not automatically developed
with students’ online learning experience
Original language | English |
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Pages (from-to) | 61-70 |
Journal | Journal of Association of Learning and Technology |
State | Published - 2010 |