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Fostering Persistence and Self-Regulatory Processes in Online Courses
Sun, April 19, 8:15 to 9:45am, Virtual RoomSession Type: Paper Session
Abstract
It is not enough for students to sign up for online courses; we need to them to finish having learned the content. We also need them to take on new roles as more independent and self-aware learners. The authors in this session share critical insights into what it takes for students to move through online courses successfully.
Sub Unit
Chair
Papers
Factors Influencing Students' Enrollment and Completion of Online General Education Courses: A Pilot Study - Xiaohua Zhou, The Chinese University of Hong Kong; Morris Siu-Yung Jong, Chinese University of Hong Kong; Ching Sing Chai, Chinese University of Hong Kong; Yun Dai, Chinese University of Hong Kong; Thomas K.F. Chiu, The Chinese University of Hong Kong
Effects of Community of Inquiry, Self-Efficacy, Self-Regulation, and Mentor Presence on K–12 Online Learning Outcomes - Yining Zhang, Tsinghua University; Chin-Hsi Lin, The University of Hong Kong; Zhong Sun, Capital Normal University
Learning Analytics and Student Success in Accelerated Graduate Online Courses: A Mixed-Methods Approach - Joshua Key, Renewable Energy Group; Dabae Lee, Kennesaw State University
Self-Regulation Latent Profiles in Online Learning: Relationships With Academic Performance - Diana L. Mindrila, University of West Georgia; Li Cao, University of West Georgia
The Role of Attributional Thinking and Self-Regulation in Procrastination in Synchronous Online Graduate Courses - Karee E. Dunn, The University of Tennessee - Knoxville; Takuya Hayakawa, The University of Tennessee - Knoxville