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

Cherng-Jyh Yen, Chih-Hsiung Tu, Emrah Emre Ozkeskin and Laura E. Sujo-Montes

International Journal of Innovation and Learning, 2021, vol. 29, issue 2, 129-153

Abstract: 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.

Keywords: self-regulated learning; SRL; online learning; instruction lengths; course scheduling; predictive analytics. (search for similar items in EconPapers)
Date: 2021
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