Enhancing College Students’ Engagement and Performance in Asynchronous Online Learning Through Self-Assessment and Commitment Strategies

• In Event: Learner Engagement and Success in Instructional Technology

Abstract

This study examines the impact of a combined self-assessment and commitment strategy intervention on college students' engagement and academic performance in asynchronous online learning. Using an ex post facto control design, we compared two consecutive years of a large online college course in students’ performance and behavioral analytics across three course units. Compared with the control group, the intervention group showed long-term improvement in course performance and behavioral engagement. Our findings highlight the potential of integrating self-assessment and commitment strategies to enhance self-regulated learning (SRL) behaviors and academic outcomes in online education. This research contributes to the understanding of long-term SRL interventions and offers practical insights for online educators seeking to improve student engagement and performance.

Authors

• Kun Huang, University of Kentucky

• Anita Lee-Post, University of Kentucky