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

Cherng-Jyh Yen, Emrah Emre Ozkeskin, Moussa Tankari, Chih-Hsiung Tu, Hoda Harati and Laura E. Sujo-Montes
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Cherng-Jyh Yen: Old Dominion University, USA
Emrah Emre Ozkeskin: Anadolu Uniiversity, Turkey
Moussa Tankari: University of Zinder, Niger
Chih-Hsiung Tu: Northern Arizona University, USA
Hoda Harati: Northern Arizona University, USA
Laura E. Sujo-Montes: Northern Arizona University, USA

International Journal of Online Pedagogy and Course Design (IJOPCD), 2021, vol. 11, issue 3, 17-35

Abstract: 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.

Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:igg:jopcd0:v:11:y:2021:i:3:p:17-35

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International Journal of Online Pedagogy and Course Design (IJOPCD) is currently edited by Chia-Wen Tsai

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