Academic
Exchange Quarterly Winter
2006 ISSN 1096-1453 Volume
10, Issue 4
To cite, use print
source rather than this on-line version which may not reflect
print copy format requirements or text lay-out and
pagination.
Emergence of self-regulation among online
learners
Cindy
Ann Dell, Montana State University-Billings
Cindy
Dell, EdD, is an assistant professor in the department of Educational Theory
and Practice in the
Abstract
The
author examines the emergence of indication of increased self-regulation
strategies among online adult learners as part of a qualitative study of
elementary education students in an online cohort. After two rounds of open-ended surveys, an
unexpected theme emerged, indicating that participants increased
self-regulation strategies while learning online.
Introduction
Online instruction
is accelerating as a mode of teaching and learning. In addition, research aimed at best practices
for online teaching and learning is increasing.
Most instructors are interested in long term learning results, and learners
who are self-regulated are more likely to transfer their knowledge to future
problems or life situations (Driscoll, 2005; Mayer, 2002). In addition, adult learners who have experienced
effective teaching models (both instructors and peers) tend to use those skills
into adulthood (Pressley, 1995). However, indications of self-regulation during
online learning have not been extensively studied.
We find
ourselves, then on the brink of a new medium for teaching. Online learning is an emerging trend among
college students, but leaves faculty questioning if the quality and intensity
of learning among online instruction leads learners to meet predetermined
learning goals. One way to determine if
quality learning is occurring may be to examine the amount of self-regulation that
online learners engage in, and perhaps compare successful online learners with
those who do not tend to be successful in that medium. This paper describes some emerging evidence
that learners in an organized cohort for online degree completion in a teacher
education program report increased level of self-regulated learning.
Social Aspects of Self-Regulated
Learning
Self-regulated
learning is closely related to motivation and is the process in which learners
use their cognitions, learning behaviors and emotions in order to attain
learning goals (Driscoll, 2005; Schunk
& Zimmerman, 1994). Learners who are
self-regulated set learning goals and regulate their behaviors toward meeting
those goals. They actively observe their
performance and determine their effectiveness to meet established goals, and
adjust their performance to move closer to the goal. Schunk and Zimmerman (1994) refer to this as
an enactive feedback loop, the essence of self-regulated learning.
As learners
develop new strategies and experience self-efficacy with self-regulated
learning, they tend to improve their ability to transfer their skills to novel
conditions (Driscoll, 2005). In turn, as
learners become more skilled in performance or increase conceptual constructs,
they also develop increased self-regulation, as they perceive it as useful in
achieving their goals. Self-efficacy, then,
can lead to increased self-regulation, although Pressley (1995) maintains that
these metacognitive skills are developed over an extended period of time.
An interesting
development is the social aspect of self-regulation. Pressley (1995) maintains that
self-regulation is mediated by long term social aspects concerning overall
learning. He draws upon Vygotsky’s learning
theory to demonstrate that learning is largely social, even though learners may
be studying in isolation. Years of
teacher modeling, peer interaction and interactive dialog tend to guide
learners toward using those particular procedures to continue to learn
independently, or in a self-regulated manner. They tend to use the very skills modeled
in the past to engage in independent learning, hence, providing their own
scaffolding. To encourage and maintain
self-regulation in learners, Pressley (1995) recommends that instructors design
curriculum and classes in such a way to encourage such self-scaffolding. He suggests that teachers support learners as
they continue to learn independently.
Providing learners with diverse learning opportunities that encourage
increased effort, allowing students to practice metacognitive and performance
skills, and that continued monitoring of performance toward a goal (or effort) are
worthwhile to pursue.
Given the social
nature of self-regulated learning, what happens when learners engage in perusing
a goal of learning in an online format?
Learning online is a solitary pursuit, one that requires self-directed
and self-regulated learning in order to maintain motivation. Online learning communities may enhance the
online learning experience, and therefore lead to strategies that enhance
self-regulated learning. (Dell & Hobbs, 2006a) which may enhance the
development of self-regulated learning among learners.
Groups of
learners who develop relationships, share knowledge and together use that
knowledge may be considered to be a learning community. Learning communities, as proposed by Wenger (1998)
serve to build and use knowledge within a community to increase its application
among the group. Wenger explains that
“people are engaged in actions whose meanings they negotiate with one another” (Wenger,
1998, p. 73). He further explains that these
actions are mutually negotiated by the community, which defines the enterprise
they are engaged in. This in turn, creates mutual accountability among
participants.
Adult learners function well in an
established learning community. They
tend to become more self-regulated in their approach to learning, and desire to
immediately apply new knowledge to real life circumstances. In addition, they seek to share their
knowledge as a source of learning for others in the community, and collaborate
with class members and faculty (Ausburn, 2004; Brookfield, 1986; Knowles, 1984;
Fellenz & Conti, 1989). Wenger (1998)
explains that learners bring what they know to the learning community and
influence others there. They achieve
their identity in the community by the way they participate. They build a
shared knowledge about problems, events, methodology, etc.
It is through
this process that online learners may develop self-efficacy and self-regulation
strategies. Learners make judgments
about their likelihood to succeed based on their beliefs about their abilities
(Bandura, 1997; Driscoll, 2005). Success
and encouragement though the learning process further develops self-efficacy and
continued motivation. As the learner
experiences success, self-efficacy and self-regulation are maintained (Bandura,
1997).
So it is with a
cohort of online learners. Lapan (2002)
maintains that self-regulated learners use their knowledge to guide them in the
implementation of self-regulatory strategies and metacognitive knowledge to recognize
the conditions and contexts for when these strategies should be used. As they receive encouragement from the
learning community and experience success, they become more self-regulated, and
experience higher degrees of self-efficacy, which then contributes to higher
levels of motivation (Bandura, 1997).
Qualitative Indications of
Self-Regulation
The analysis of
self-regulation strategies can be difficult.
However,
Method
To that end, qualitative
methods were used to determine the attitudes and habits of cohorts of online
learners perusing elementary education degrees online in a longitudinal study. Five separate cohorts of online learners
pursing degrees in elementary education were the focus of the study. Each cohort began and ended their programs
together, and acceptance and entrance into the teacher education was staggered
for each group, so that as one cohort was student teaching, another was
beginning the program. The program
required a cohort of students to begin the program in tandem, take all the same
classes each semester, come to campus for summer study, and student teach and
graduate together. At the time of the research,
there were from three to four separate cohorts moving through the teacher education
program, each at different points in the degree requirements.
During the first
round of surveys (fall, 2005), one cohort was student teaching, and two groups
had completed three semesters (including one summer session each). During the next round of surveys (spring
2006) an additional cohort had completed student teaching, one was continuing, and
two more new cohorts (one graduate and one undergraduate) were in their first
semester of classes.
Each group
(consisting of 5 to 17 members) was twice surveyed regarding the perceived
impact that learning online had on them, specifically in relation to the
development of a learning community. Students
in each cohort were asked questions such as: “Do you think a shared sense of community among cohort participants is an
important factor in online learning?”; “Do you feel a part of a cohort learning
community?”; “What pivotal events and/or interactions have contributed to
bonding among group members?”; and “Describe how being involved in an online
cohort affects your learning?” (Dell & Hobbs, 2006a; Dell & Hobbs, 2006b). The intent of the study was to determine if
the development of strong relationships in a learning community contributed to
satisfaction and perceived level preparation to be a teacher.
Analysis and Results
Both rounds of survey results were coded and placed into themes, both
pre-established and emerging. The
results from both rounds of surveys suggested the development of strong
learning communities, emerging confidence regarding personal relationships, and
levels of preparation, which all seem to support their persistence.
However, because the questions were open-ended in nature, an unexpected
theme of self-regulated learning began to emerge in the first round, and
continued to emerge during the second round.
Thirteen of 35 (37%) of students in the first round and 19 of 39 (49%) of
students in the second round stated that online learning was an isolated
process, and that the group processes required in classes were quite helpful in
maintaining motivation to learn. These
processes included discussions, group projects, and established social areas of
classes, such as a student lounge. In
addition, almost 50% of the students (37 of 75) across cohorts and
both rounds, suggested that they maintained self-regulation strategies to
improve their learning. This would support
Pressley’s (1995) assertion that self-regulated learning is mediated by social
interaction, even though they are learning in isolation. Many comments suggested that the group
process moved them to be more responsible to the other members of the cohort, which
led them to be more self-regulated in their approach.
The following quotes were taken from four separate cohorts, and are part
of the emerging themes of self-regulation as enhanced by online learners in
cohorts:
š
Online
learning demonstrates the significance of individual effort. When online I look around my room and I am
it. The responsibility of what I do and
how I choose to do it falls directly upon me.
Encouragement from other students usually only occurs during summer
session and as important as that encouragement is, the individual
responsibility to complete assignments is solely an individual endeavor
(undergraduate graduate cohort member, third semester, —second round).
š
…I
have had to be self-motivated to complete my classes online. This has prepared me to be independent and
self-reliant and to get things done. It
has also given me confidence. I feel a
huge sense of accomplishment. …Online classes are very demanding and I feel I
have worked very hard and sense the results of my efforts… (cohort member: student
teaching—first round).
š
Online
learning is a difficult process, as it is mostly self-directed. Having a
sense of community, and knowing that others are having the same ups and downs
as you creates a support system that is valuable, especially when you are
having downs! (undergraduate cohort member, third semester—second round).
š
I
have much better grades through the cohort than I had on campus. I am
more responsible for my own learning. I have to read the chapter because
the teacher isn't going to go over it class. I need to read it so I can
participate in discussion. It is putting my education into my hands
(undergraduate cohort member, third semester —second round).
š
My
level of learning was deep. The online
discussions (forced) were great to make me really express myself and speak out
on issues I normally would have remained quiet about in a regular classroom (graduate
cohort member: student teaching —second round).
š
I am
a very independent learner, although, I've had to discipline myself to really
get into the books and readings because they all I've got with the exception of
the brief lecture notes that I get from the professors and instructors (undergraduate
cohort member, first semester —second round).
š
I
think deeply prior to responding. I want to research to back up my opinions and
also research when others bring up articles, web-sites, etc. backing their that
(sic) differ from mine. I read the text more thorough retaining more
information. The discussion allows me to feel I am important in the
participation of the class on any given topic or course (undergraduate cohort
member, first semester —second round).
š
It
makes the learning very self-involved. You have to have desire to
learn. It is hard to get on that computer after a hard day at work and
wanting nothing more than to sit down and watch a movie or relax with wine and
a book. I find online learning more difficult than if I were attending
the classes (graduate cohort member, first semester—second round).
š
I'm
usually prompted by the cohort discussion aspect to remain current in relating
my own discussion entries. The discussions are essential but it takes me
a long time to formulate my answers, so I often "chew" on questions
for awhile. I want to provide some "meat" for others to
consider. I sense this is the intent of other members (graduate cohort member,
first semester —second round).
These comments
suggest the importance of self-regulation for online learning, pointing to
independence, reflection time, and being responsible for the social aspects of
being prepared to participate in the communal activities included in individual
classes. Not only does it appear that the learning community is important in
achieving goals, but may also be contributing to the metacognitive processes of
self-regulated learning.
Conclusions
The development
of a learning community, as the result of a cohort model for online learning,
may contribute to self-regulation strategies among adult online learners.
However, it is
important to clarify that the preliminary results of this longitudinal research
project are not conclusive, and are subject to further scrutiny. Nonetheless,
because of the qualitative lens (
Online learning
is part of our educational landscape.
Understanding the cognitive aspects of independent learning is
imperative to providing opportunities for academic success.
To that end, it
is of interest to online educators that self-regulation among online learners
is an important aspect of achievement and persistence. Online instructors should scaffold self-regulation
during online learning (as suggested by Pressley, 1995) and teach self-regulation
strategies as part of the online process.
Knowing that adult learners may increase self-regulation during online
instruction could lead instructors to provide scaffolding and strategies to
encourage self-regulation for learners who are not demonstrating success in
online classes.
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