Investigating the Effects of a Metacognitive Strategy Framework on Students’ Self-Regulated Learning Skill Development and Application in Community College Online Courses

• In Event: Roundtable Session 27
  In Roundtable Session: Role of Control and Responsibility in Students’ Motivation

Abstract

Student success in community-college online courses is a complex issue. Using a self-regulated learning (SRL) strategy intervention to promote student success in community-college online courses, the mixed-methods study investigated the effectiveness of the GAME Plan (Goal, Action, Monitor, and Evaluate), on students’ SRL skill development, application, and academic performance over two subsequent quarters. Findings indicate that the GAME Plan was successful in increasing metacognitive awareness and SRL skill levels among community-college online students. Increased metacognitive awareness and SRL skills positively contributed to students’ efficacy for academic success in online courses. Relationships between academic performance and post-intervention SRL skills were moderate and not significant. Future research should further investigate the relationships between metacognitive strategy use and academic success in online courses.

Author

• Bianca C. Rowden-Quince, University of San Francisco