Online accelerated learning experiences and self-regulated learning skills among undergraduate students

Cherng Jyh Yen, Emrah Emre Ozkeskin, Moussa Tankari, Chih Hsiung Tu, Hoda Harati, Laura Sujo-Montes

Research output: Contribution to journalArticlepeer-review

Abstract

Many institutions have adopted an online accelerated learning model in which intensive online instructions are offered during the course of a normal semester to help students complete classes. Current research has focused on comparing different instructional lengths. Mixed findings have been reported. Accelerated instructions are not necessarily superior or inferior to traditional 16-week instructions. Research should focus on what is crucial and how to prepare students to succeed in accelerated online courses. This study examines whether self-regulated learning (SRL) skills may serve as predictors of positive accelerated learning experiences. It concludes that five SRL skills can predict success in online accelerated learning experiences and suggested educators should identify and prepare students with relevant SRL skills prior to attempting accelerated instructions to warrant a positive learning experience.

Original languageEnglish (US)
Pages (from-to)17-35
Number of pages19
JournalInternational Journal of Online Pedagogy and Course Design
Volume11
Issue number3
DOIs
StatePublished - Jul 1 2021

Keywords

  • Course scheduling
  • Instruction lengths
  • Online learning
  • Quantitative study
  • Self-regulated learning

ASJC Scopus subject areas

  • Education

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