Self-regulated learning skills as the predictors for the positive perception of the online accelerated instruction learning experiences

Cherng Jyh Yen, Chih Hsiung Tu, Emrah Emre Ozkeskin, Laura E. Sujo-Montes

Research output: Contribution to journalArticlepeer-review

Abstract

Many institutions have adopted an online accelerated instruction model in which intensive classes are offered during the course of a normal semester to help students to complete classes. The goal of accelerated instructions is to offer students the advantage of completing classes in a shorter time span. Current research focused on comparing different instructional lengths, reporting mixed findings. Online accelerated instructions are not necessarily superior or inferior to traditional 16-week instructions. Research should focus on the preparation of students on how to succeed in accelerated online courses. This study examines how self-regulated learning skills may serve as predictors to successful learning experiences through online accelerated instructions. It concludes that all six self-regulated learning skills can predict online accelerated learning experience success and suggested that educators should identify and prepare students with relevant self-regulated learning skills prior to the accelerated instructions to prepare for positive learning.

Original languageEnglish (US)
Pages (from-to)129-153
Number of pages25
JournalInternational Journal of Innovation and Learning
Volume29
Issue number2
DOIs
StatePublished - 2021

Keywords

  • Course scheduling
  • Instruction lengths
  • Online learning
  • Predictive analytics
  • SRL
  • Self-regulated learning

ASJC Scopus subject areas

  • Education
  • Management of Technology and Innovation

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