Academic Success in Online Colleges: The Role of Self-Regulated Learning Profiles

• In Event: 47.092 - Self-Regulated Learning in Postsecondary Education Settings

Abstract

Three core dimensions of self-regulated learning (SRL)—metacognition, motivation, and strategies—are essential for academic success, particularly in contexts that demand high levels of autonomy and self-direction, such as online learning environments. Consistent with the need and interest in using person-centered approaches, we used k-means cluster analyses to examine (a) the nature and stability of SRL profiles across two random samples of students from an online college, and (b) cluster differences across three high-stakes indicators of success (e.g., days to first credit, credits attempted, credits earned). Across both samples, a similar four-cluster solution emerged as most interpretable. Cluster differences in achievement were observed across all dependent variables and revealed advantages of certain profiles. Implications for research and practice are discussed.

Authors

• Erica R. Pawlo, Rutgers University

• Timothy J. Cleary, Rutgers University

• Jacqueline Slemp, The State University of New Jersey

• Jamal Waire, Rutgers University

• Jason Bryer, Excelsior College

• Thomas Gambino, Rutgers University