Self-regulated learning skills as the predictors for the positive perception of the online accelerated instruction learning experiences

Yen C., Tu C., ÖZKESKİN E. E., Sujo-Montes L. E.

INTERNATIONAL JOURNAL OF INNOVATION AND LEARNING, cilt.29, sa.2, ss.129-153, 2021 (ESCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 29 Sayı: 2
  • Basım Tarihi: 2021
  • Doi Numarası: 10.1504/ijil.2021.112997
  • Dergi Adı: INTERNATIONAL JOURNAL OF INNOVATION AND LEARNING
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, FRANCIS, Aerospace Database, Communication Abstracts, EBSCO Education Source, Educational research abstracts (ERA), Geobase, INSPEC, Library, Information Science & Technology Abstracts (LISTA), Metadex, Civil Engineering Abstracts
  • Sayfa Sayıları: ss.129-153
  • Anahtar Kelimeler: self-regulated learning, SRL, online learning, instruction lengths, course scheduling, predictive analytics, COURSE LENGTH, STUDENTS, COURSES, TIME, COMMUNITY, TEACHER
  • Anadolu Üniversitesi Adresli: Evet

Özet

Many institutions have adopted an online accelerated instruction model in which intensive classes are offered during the course of a normal semester to help students to complete classes. The goal of accelerated instructions is to offer students the advantage of completing classes in a shorter time span. Current research focused on comparing different instructional lengths, reporting mixed findings. Online accelerated instructions are not necessarily superior or inferior to traditional 16-week instructions. Research should focus on the preparation of students on how to succeed in accelerated online courses. This study examines how self-regulated learning skills may serve as predictors to successful learning experiences through online accelerated instructions. It concludes that all six self-regulated learning skills can predict online accelerated learning experience success and suggested that educators should identify and prepare students with relevant self-regulated learning skills prior to the accelerated instructions to prepare for positive learning.