Self-Regulation in a Web-Based Course: A Case Study

Authors

Joan Whipp, Marquette UniversityFollow
Stephannie Chiarelli, Marquette UniversityFollow

Document Type

Article

Language

eng

Format of Original

17 p.

Publication Date

12-2004

Publisher

Springer

Source Publication

Educational Technology Research and Development

Source ISSN

1042-1629

Abstract

Little is known about how successful students in Web-based courses self-regulate their learning. This descriptive case study used a social cognitive model of self-regulated learning (SRL) to investigate how six graduate students used and adapted traditional SRL strategies to complete tasks and cope with challenges in a Web-based technology course; it also explored motivational and environmental influences on strategy use. Primary data sources were three transcribed interviews with each of the students over the course of the semester, a transcribed interview with the course instructor, and the students’ reflective journals. Archived course documents, including transcripts of threaded discussions and student Web pages, were secondary data sources. Content analysis of the data indicated that these students used many traditional SRL strategies, but they also adapted planning, organization, environmental structuring, help seeking, monitoring, record keeping, and self-reflection strategies in ways that were unique to the Web-based learning environment. The data also suggested that important motivational influences on SRL strategy use—self-efficacy, goal orientation, interest, and attributions—were shaped largely by student successes in managing the technical and social environment of the course. Important environmental influences on SRL strategy use included instructor support, peer support, and course design. Implications for online course instructors and designers, and suggestions for future research are offered.

Comments

Accepted version. Educational Technology Research and Development, Vol. 52, No. 4 (December 2004): 5-21. DOI. © 2004 Springer. Used with permission.

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Recommended Citation

Whipp, Joan and Chiarelli, Stephannie, "Self-Regulation in a Web-Based Course: A Case Study" (2004). College of Education Faculty Research and Publications. 40.
https://epublications.marquette.edu/edu_fac/40