A qualitative study of self-regulated learning in online learning environments

This study investigated self-regulated learning in online learning environments and how well students adapt learning strategies from face-to-face courses to online courses. This study examined student perceptions of self-regulated learning skills, instructor immediacy behaviors and curricular design in online learning environments. Data was collected from three focus groups of college students from a mid-sized private university in California who had completed online college courses. The results indicated that students sought to manage their learning in online courses through intrinsic, interpersonal and/or regulated motivational strategies. Students also provided useful suggestions for instructors to enhance immediacy behaviors when teaching through online platforms. In addition, the students emphasized models and feedback as effective instructional strategies for online courses