ABSTRACT

With online course delivery on the rise, it is essential to understand the preparedness of students attending traditional universities. Prior research has found that some students struggle in online courses, which leads to a quest to better understand the reason why. Studies of self-regulated learning (SRL) in online and blended courses have added to our understanding. However, few studies have used a person-centered approach to study profiles of SRL in fully online courses, and none with a population of students attending a traditional university. This is of importance, especially at a time when traditional universities are increasingly providing online courses. To address the gaps in previous SRL profile research, the current study examined individual differences in SRL profiles of 477 students attending online courses at a traditional university setting, using the Online Self-regulated Learning Questionnaire (OSLQ). Using latent profile analysis, we found four different profiles, with a majority of the students falling in groups representing lower levels of SRL skills. We also explored the possible relationship of experience in online learning, online comfort, age, and gender with the identified self-regulated learning profiles. Relationships were found between the profiles and comfort level as well as with gender.

摘要

随着在线课程交付量的增加，了解就读传统大学的学生的准备情况至关重要。先前的研究发现，一些学生在在线课程中挣扎，这导致他们寻求更好地理解原因。在线和混合课程中自我调节学习 (SRL) 的研究增加了我们的理解。然而，很少有研究使用以人为中心的方法来研究完全在线课程中的 SRL 概况，而且没有一项研究涉及就读传统大学的学生群体。这很重要，尤其是在传统大学越来越多地提供在线课程的时候。为了解决之前 SRL 配置文件研究中的差距，当前的研究使用在线自我调节学习问卷 (OSLQ) 研究了在传统大学环境中参加在线课程的 477 名学生的 SRL 资料的个体差异。使用潜在配置文件分析，我们发现了四种不同的配置文件，大多数学生属于代表较低水平的 SRL 技能的组。我们还探讨了在线学习经验、在线舒适度、年龄和性别与确定的自我调节学习档案之间的可能关系。在个人资料和舒适度以及性别之间发现了关系。我们还探讨了在线学习经验、在线舒适度、年龄和性别与确定的自我调节学习档案之间的可能关系。在个人资料和舒适度以及性别之间发现了关系。我们还探讨了在线学习经验、在线舒适度、年龄和性别与确定的自我调节学习档案之间的可能关系。在个人资料和舒适度以及性别之间发现了关系。