Development of the human interaction dimension of the Self‐Regulated Learning Questionnaire in asynchronous online learning environments

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Big-Fish-Little-Pond Effect (2010, background): “work of Cho and Jonassen (2009), who suggested that self-regulated learning models could be extended to include a human interaction dimension.”
Self-regulation in online learning (2013, background): “Cho et al. (2010) found that students’ interaction regulation, for example, monitoring for interaction with others is positively related to students’ perceived peer social presence, instructor social presence, connectedness to the community, and perceived learning; but self-regulation for learning t”
Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction (2013, background): “Student self-efficacy seems particularly important in challenging learning environments, such as an online learning environment where students lack the opportunity to interact with others and as a result can become socially isolated and easily lost (Cho & Jonassen, 2009; Cho, Shen, & Laffey, 2010).”