A Study of Self-Regulated Learning Skills and Their Closeness in Social Interaction in an Online Learning Community Development

• In Event: Saturday Roundtable Session 11:25 am
  In Roundtable Session: Online Learning Across Contexts (Table 1)

Abstract

This study explores the significance of self-regulated learning (SRL) skills within an online discussion learning community and investigates their potential relationship to the development of social interaction closeness. The empirical investigation focuses on how student closeness in online discussion evolves over time and how different aspects of SRL skills moderate this temporal trend. Results demonstrate that students' closeness centrality remains unchanged over time, indicating stable development. This observation applies across all levels of SRL skills. The findings highlight the enduring strength of socio-interconnectivity in the learning community, showcasing students as competent and persistent learners in the online networks and communities.

Authors

• Nesma Ragab Nasr, Northern Arizona University

• Jennifer M. Werner, Arizona State University

• Alexandra Miller, Northern Arizona University

• Hoda Harati, Towson University

• Cherng-Jyh Yen, Old Dominion University

• Chih-Hsiung Tu, Northern Arizona University