Designing a Self-Regulated Learning Tool in Support of Student Persistence in Online Learning

• In Event: Assessing and Designing Self-Regulation of Learning Interventions

Abstract

Online learning, once heralded as the great democratizer of education, has long been criticized for its universally low completion rates. This study is designed to explore the effects of a self-regulated learning (SRL) tool on student attrition as well as the usage of SRL tools in online learning. The tool, based on Zimmerman’s SRL model, develops learner’s SRL skills through recurring practice from both individual and social aspects with an aim to support learner persistence. The study utilized a randomized experimental design and implemented the SRL tool in eight massive online open courses (MOOCs) with a total of 808 participants. The study showed high adoption rates of the tool but no significant findings in reducing attrition rate.

Authors

• Shu-Yi Hsu, Teachers College, Columbia University

• Aidi Bian, HD School

• Xiuqi Fan, Columbia University