Examining Self-Regulation in Online Micro-Credentials

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: SIG-Studying and Self-Regulated Learning Virtual Poster Session

Abstract

This study examines an online nonformal learning micro-credential program embedded within a formal learning environment of a midwestern US university to determine how learners apply self-regulation learning skills. An explanatory sequential mixed methods research design was used. Data was collected from 78 participants using a survey questionnaire and 12 semi-structured interviews. The results revealed that learners exhibit high environment structuring (M = 4.41, SD = 0.67) and goal setting strategies (M = 4.19, SD = 0.77) but scored lowest in task strategies skills (M = 2.89, SD = 0.92). Four distinct clusters of self-regulators existed: high self-regulators, moderate self-regulators, disillusioned self-regulators and struggling self-regulators. An implication of these findings is that learners need to be taught task strategies skills.

Author

• Paula Marcelle, Indiana University