Self-Regulated Learning Skills and Prior Learning Experiences in Distance Education
In my experience as a distance education student, I have had to learn a lot of things. Self-discipline, time-management, work-life balance, the list goes on.
Sometimes, I felt like Elle Woods when she was studying for her LSATs.... (her determination was UNMATCHED!)
Self-Regulated Learning Skills in Online Learners
Self-regulation is a set of behaviors that an individual adheres to, without direct input from others. For example, children won’t inherently brush their teeth, but after they are conditioned and encouraged to repeat the behavior, they will no longer require input and reminders from their parents and continue to complete the task on their own. Similarly, self-regulated learning skills are a learned behavior as well.
According to Simonson and Zvacek, “self-regulated learning skills can have a significant impact on student success in any educational environment.” The authors go on to state that “distance education learners would especially benefit from exercising these skills and help them to adapt to an initially unfamiliar and less-structured learning environment.”
In a study published by the Journal of Computing in Higher Education, researchers studied distance education students’ self-regulated learning skills based on their interaction behaviors on the learning management system. According to the study, learners were profiled into three clusters based on their responses to a post-test questionnaire. The study found that students in cluster 1 were more actively engaged in the course, based on their frequent interaction with the course content and online discussion boards. Students in cluster 2 were more assessment-focused and were shown to interact more frequently with assessment activities than other students. Cluster 3 students were shown to moderately engage with all learning activities and materials. This study reiterates the importance of developing self-regulated learning skills in online students and supporting all distance education students.
In a study published by the Journal of Computing in Higher Education, researchers studied distance education students’ self-regulated learning skills based on their interaction behaviors on the learning management system. According to the study, learners were profiled into three clusters based on their responses to a post-test questionnaire. The study found that students in cluster 1 were more actively engaged in the course, based on their frequent interaction with the course content and online discussion boards. Students in cluster 2 were more assessment-focused and were shown to interact more frequently with assessment activities than other students. Cluster 3 students were shown to moderately engage with all learning activities and materials. This study reiterates the importance of developing self-regulated learning skills in online students and supporting all distance education students.
Prior Learning Experiences
As a former elementary school teacher, I believe that prior knowledge is paramount to a student’s understanding of context and their ability to relate concrete ideas to more abstract concepts. Simonson and Zvacek state that distance learning students come to us with a vast background of knowledge and previous experiences with distance education and that all students are influenced by their previous learning experiences in traditional, non-traditional, and/or informal learning environments (Simonson & Zvacek, 2024).
In the Australasian Journal of Educational Technology, Bridges and Zeng note that prior learning experiences and psychological factors played significant roles in a student’s determination of learning spaces for synchronous online learning. The research also noted that, in addition to these factors, there were significant correlations between the undergraduate students’ choices, their origin, and the disciplines. Some of the implications for higher education were that higher education providers may need to diversify course designs to cater to undergraduates’ different hybrid learning preferences and expectations in the post-pandemic return to campus. Secondly, online instructors should be to help their students build a higher level of self-efficacy for online learning and finally, course instructors can motivate students to take online courses by clarifying course goals and standards.
These implications correlate with Simonson and Zvacek by helping students build learning skills for autonomy and self-regulation.
These implications correlate with Simonson and Zvacek by helping students build learning skills for autonomy and self-regulation.
References:
Çakiroğlu, Ü., Kokoç, M. & Atabay, M. Online learners’ self-regulated learning skills regarding LMS interactions: a profiling study. J Comput High Educ 36, 220–241 (2024). https://doi-org.ezproxy.montevallo.edu/10.1007/s12528-024-09397-2
Simonson, M. R., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of Distance Education. Information Age Publishing, Inc.
Zeng, L. M., & Bridges, S. M.(2023). The effect of conceptions of learning and prior online course experiences on students’ choice of learning spaces for synchronous online learning during COVID-19. Australasian Journal of Educational Technology, 39(3), 17-34.https://doi.org/10.14742/ajet.8345
According to Yu (2023), self-regulation is important for student success in distance learning. Like you, I have learned that I am accountable for my progress and success. I must manage my time effectively and stay motivated to reach my educational goals. Simonson et al. (2024) reference a survey in which graduate students consider time management the most important characteristic a student can have. Furthermore, Yu (2023) states that self-regulation and learning motivation support each other, and when the learner has both, they typically perform well in distance learning. While losing motivation in distance education learning is easy, staying focused and persisting will help students reach their goals.
ReplyDeleteSimonson, M. R., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of distance education (8th ed.). Information Age Publishing, Inc.
Yu B. (2023). Self-regulated learning: A key factor in the effectiveness of online learning for second language learners. Frontiers in psychology, 13, 1051349. https://doi.org/10.3389/fpsyg.2022.1051349
Tomeka Jones
I agree with Simonson and Zvacek’s (2024) point about self-regulated learning skills being especially important for success in online courses. Edisherashvili et al. (2022) reached similar conclusions in their systematic literature review. They found that self-regulated learning skills are vital in order for learners to navigate digital courses successfully. They also found that online instructors should support online learner’s self-regulated learning competence through a targeted support system. It is important to make sure that the mechanisms put in place actually help the learner develop transferable skills and not promote dependency on the mechanisms themselves. From their review of the literature, Edisherashvili et al. (2022) also reported that carefully planning the digital learning environment be incorporating well-structured modes of information presentation is useful in helping learners with cognitive processing. Offering frequent opportunities for students to collaborate and communicate in online activities has also been shown to be beneficial in helping them process information.
ReplyDeleteReferences
Edisherashvili, N., Saks, K., Pedaste, M., & Leijen, Ä. (2022). Supporting self-regulated learning in distance learning contexts at higher education level: systematic literature review. Frontiers in Psychology, 12, 1–21.
Simonson, M. R., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of distance education (8th ed.). Information Age Publishing, Inc.