Profiles in Self-Regulated Learning in the Online Learning Environment

dc.creator	Lucy Barnard-Brak
dc.creator	William Y. Lan
dc.creator	Valerie Osland Paton
dc.date	2010-03-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:18:04Z
dc.date.available	2015-08-12T11:18:04Z
dc.identifier	1492-3831
dc.identifier	https://doaj.org/article/9dde8e858916457db19c1606670fddef
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/26641
dc.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.
dc.language	English
dc.publisher	Athabasca University
dc.relation	http://www.irrodl.org/index.php/irrodl/article/view/769/1480
dc.relation	https://doaj.org/toc/1492-3831
dc.rights	CC BY
dc.source	International Review of Research in Open and Distance Learning, Vol 11, Iss 1 (2010)
dc.subject	Self-regulated learning
dc.subject	online learning
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Profiles in Self-Regulated Learning in the Online Learning Environment
dc.type	article