Assisting online students in taking control of their college education

The shift to online learning has become increasingly prevalent in recent years, with the COVID-19 pandemic accelerating the adoption of remote instruction. As a result, many students, particularly those in higher education, are now engaging in distance education courses. According to data from the National Center for Education Statistics, a significant percentage of undergraduate students were enrolled in distance education classes exclusively or at least partially in fall 2022.

One of the key challenges that online learners face is the need to develop self-regulated learning (SRL) skills. Self-regulated learning encompasses various abilities such as time management, metacognition, and effort regulation, which are essential for success in an online learning environment. To address this need, researchers have been exploring interventions that can support students in developing these crucial skills.

A recent study conducted by the Postsecondary Teaching and Technology Collaborative focused on evaluating the effectiveness of two specific interventions aimed at enhancing online community college students‘ SRL skills. The study found that exposure to reflection exercises and informational videos had a positive impact on students‘ engagement with the learning management system for planning and assessment.

In the realm of online education, where students are often expected to work independently and take control of their learning journey, the ability to self-regulate learning is paramount. Previous research has highlighted the positive relationship between self-regulated learning and students‘ outcomes in an online setting. Therefore, interventions that promote SRL skills, such as online training modules, prompts, self-assessment tools, and peer support opportunities, are crucial for supporting online learners.

The study, conducted by researchers from Columbia University and SRI International, aimed to understand how learners from historically marginalized populations at broad-access postsecondary institutions respond to interventions targeting SRL skills. The interventions, which included a series of videos and prompts, were implemented across multiple semesters at a community college in the northeastern United States categorized as a minority-serving institution.

The video series consisted of short clips designed to introduce students to SRL concepts and specific skills, while the prompts asked learners to engage in activities such as planning for the week, monitoring progress, and reflecting on course concepts. Instructors received guidance on implementing these strategies and were encouraged to adapt them to their course content.

The results of the study indicated a positive relationship between the interventions and students‘ SRL behavior. Students who engaged with both the videos and prompts demonstrated improved learning skills, with a strong correlation to engaging with course information. Additionally, first-generation students and women showed stronger improvements in SRL skills compared to their continuing-generation peers and male counterparts, respectively.

Overall, the study suggests that interventions targeting SRL skills can effectively support online learners in developing crucial learning abilities. By providing students with the tools and strategies to self-regulate their learning, educators can help them navigate the challenges of online education more effectively. Moving forward, further research will be conducted to explore additional data sources, institutions, and iterations of the study to continue enhancing support for online learners.