Supporting Self-Regulated Learning and Student Success in Online Courses

Students who self-regulate are more likely to improve their academic performance find value in their learning process and continue to be effective lifelong learners. However online students often struggle to self-regulate which may contribute to lower academic performance. Likewise less experienced online teachers who are in the process of implementing-or have implemented-a shift from in-person to distance learning may struggle to enable their students to employ effective self-regulation techniques. Supporting Self-Regulated Learning and Student Success in Online Courses examines current theoretical frameworks research projects and empirical studies related to the design implementation and evaluation of self-regulated learning models and interventions in online courses and discusses their implications. Covering key topics such as online course design student retention and learning support this reference work is ideal for administrators policymakers researchers academicians practitioners scholars instructors and students.