Online Accelerated Learning Experiences and Self-Regulated Learning Skills Among Undergraduate Students

Yen C., Ozkeskin E. E., Tankari M., Tu C., Harati H., Sujo-Montes L. E.

INTERNATIONAL JOURNAL OF ONLINE PEDAGOGY AND COURSE DESIGN, vol.11, no.3, pp.17-35, 2021 (ESCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 11 Issue: 3
  • Publication Date: 2021
  • Doi Number: 10.4018/ijopcd.2021070102
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, INSPEC
  • Page Numbers: pp.17-35
  • Keywords: Course Scheduling, Instruction Lengths, Online Learning, Quantitative Study, Self-Regulated Learning, COURSES, TIME, PERCEPTIONS, UNIVERSITY, PROGRAMS, LENGTH, RATES
  • Anadolu University Affiliated: No


Many institutions have adopted an online accelerated learning model in which intensive online instructions are offered during the course of a normal semester to help students complete classes. Current research has focused on comparing different instructional lengths. Mixed findings have been reported. Accelerated instructions are not necessarily superior or inferior to traditional 16-week instructions. Research should focus on what is crucial and how to prepare students to succeed in accelerated online courses. This study examines whether self-regulated learning (SRL) skills may serve as predictors of positive accelerated learning experiences. It concludes that five SRL skills can predict success in online accelerated learning experiences and suggested educators should identify and prepare students with relevant SRL skills prior to attempting accelerated instructions to warrant a positive learning experience.