The self-paced nature of asynchronous online learning (AOL) is recognized as an obstacle that disrupts student success in the learning environment. Without on-time interventions provided by instructors, students find it challenging to use learning strategies tailored to the learning environment, and their use of self-regulated learning (SRL) strategies has been regarded one of the key indicators of success in AOL. To examine how student SRL strategies are associated with their video engagement trajectory and learning outcomes, we used student video engagement data collected at multiple time points. Participants were 159 students who were taking a self-paced asynchronous online statistics course. Results revealed that student video engagement was found to increase over time and student management strategies contributed to the upward change. We also found that the growth of engagement predicted student achievement in the course. Our findings shed light on instructional strategies to support students in AOL contexts.

异步在线学习（AOL）的自定进度性质被认为是破坏学生在学习环境中取得成功的障碍。如果没有教师的及时干预，学生会发现使用针对学习环境的学习策略颇具挑战性，并且他们对自我调节学习（SRL）策略的使用被认为是AOL成功的关键指标之一。为了研究学生SRL策略如何与他们的视频参与度轨迹和学习成果相关联，我们使用了在多个时间点收集的学生视频参与度数据。参加该课程的159名学生正在参加自定进度的异步在线统计课程。结果显示，学生视频参与度随着时间的推移而增加，并且学生管理策略促成了这一向上的变化。我们还发现，参与度的增长可以预测课程中的学生成绩。我们的发现揭示了在AOL环境中支持学生的教学策略。