Profiles in self-regulated learning in the online learning environment

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 t...

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Autores principales:	Lucy Barnard-Brak, Valerie Osland Paton, William Yun Lan
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2010
Materias:	self-regulated learning online learning Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/2cbb367bb90745f9aa4ba3c7e4b3a272
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spelling	oai:doaj.org-article:2cbb367bb90745f9aa4ba3c7e4b3a2722021-12-02T17:00:38ZProfiles in self-regulated learning in the online learning environment10.19173/irrodl.v11i1.7691492-3831https://doaj.org/article/2cbb367bb90745f9aa4ba3c7e4b3a2722010-03-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/769https://doaj.org/toc/1492-3831Individuals 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.Lucy Barnard-BrakValerie Osland PatonWilliam Yun LanAthabasca University Pressarticleself-regulated learningonline learningSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 11, Iss 1 (2010)
institution	DOAJ
collection	DOAJ
language	EN
topic	self-regulated learning online learning Special aspects of education LC8-6691
spellingShingle	self-regulated learning online learning Special aspects of education LC8-6691 Lucy Barnard-Brak Valerie Osland Paton William Yun Lan Profiles in self-regulated learning in the online learning environment
description	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.
format	article
author	Lucy Barnard-Brak Valerie Osland Paton William Yun Lan
author_facet	Lucy Barnard-Brak Valerie Osland Paton William Yun Lan
author_sort	Lucy Barnard-Brak
title	Profiles in self-regulated learning in the online learning environment
title_short	Profiles in self-regulated learning in the online learning environment
title_full	Profiles in self-regulated learning in the online learning environment
title_fullStr	Profiles in self-regulated learning in the online learning environment
title_full_unstemmed	Profiles in self-regulated learning in the online learning environment
title_sort	profiles in self-regulated learning in the online learning environment
publisher	Athabasca University Press
publishDate	2010
url	https://doaj.org/article/2cbb367bb90745f9aa4ba3c7e4b3a272
work_keys_str_mv	AT lucybarnardbrak profilesinselfregulatedlearningintheonlinelearningenvironment AT valerieoslandpaton profilesinselfregulatedlearningintheonlinelearningenvironment AT williamyunlan profilesinselfregulatedlearningintheonlinelearningenvironment
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Profiles in self-regulated learning in the online learning environment

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