Self-regulated learning in online learning environments: strategies for remote learning

Abstract

Purpose

Many teachers and students in the USA and various parts of the world are migrating some aspects of education online out of necessity. The purpose of this paper is to identify and describe strategies of the self-regulated learning (SRL) framework for K-12 students learning in online environments to support remote learning with online and digital tools during the COVID-19 pandemic.

Design/methodology/approach

The SRL framework (Zimmerman, 2008) has been used consistently to support students in learning to work independently. This framework highlights three phases: planning, performing and evaluating. Previous research in K-12 online learning has yielded specific strategies that are useful. The paper identified and described the strategies to an audience seeking answers on how to meet the needs of students in online learning environment.

Findings

The main types of strategies that have emerged from previous studies include asking students to consider how they learn online, providing pacing support, monitoring engagement and supporting families.

Originality/value

Although the social crisis of COVID-19 is unique, prior research in online learning may be useful for supporting teacher practice and suggesting future research. Developing SRL skills of students will ensure the effectiveness of online learning that the field of education may ultimately focus on in the future.

Citation

Carter Jr, R.A., Rice, M., Yang, S. and Jackson, H.A. (2020), "Self-regulated learning in online learning environments: strategies for remote learning", Information and Learning Sciences, Vol. 121 No. 5/6, pp. 321-329. https://doi.org/10.1108/ILS-04-2020-0114