Self-regulation in online learning

By Moon-Heum Cho, Demei Shen. 2013

362 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/5ffaa46b78a79e5eaf04b4aa781b5bc53a1aa46e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Ting Sun
2. Florence Martin
3. Lucas Kohnke
4. Benjamin Luke Moorhouse
5. Hossein Mohammadi

In Social Psychology

1. Ting Sun
2. Florence Martin
3. Lucas Kohnke
4. Benjamin Luke Moorhouse

In Sociology and Political Science

1. Florence Martin
2. Lucas Kohnke
3. Benjamin Luke Moorhouse
4. Hossein Mohammadi

Citations in the corpus

• Examining the relationship between English language learners’ online self-regulation and their self-efficacy (2017, neutral): “If students fail in online courses due to a lack of self-regulatory learning ability, they may exhibit insufficiency in goal commitment, locus of control, coping strategies, or resilience required to complete tasks (Artino, 2008; Cho & Shen, 2013).”
• A systematic review of research on online teaching and learning from 2009 to 2018 (2020, background): “They found that successful online learners are academically motivated (Artino & Stephens, 2009), have academic self-efficacy (Cho & Shen, 2013), have grit and intention to succeed (Wang & Baker, 2018), have time management and elaboration strategies (Broadbent, 2017), set goals and revisit course…”
• Adopting HyFlex in higher education in response to COVID-19: students’ perspectives (2021, background): “…has only recently become possible, thanks to global advances in connectivity and VCS. Studies have explored HE students’ perceptions of synchronous and asynchronous learning, including motivation and self-regulation (e.g., Cho & Shen, 2013; Dumford & Miller, 2018; Lee, 2017; Zheng et al., 2016).”