How Students Fail to Self-regulate Their Online Learning Experience

Abstract

Given the rising popularity of online-based learning scenarios such as MOOCs, flipped classrooms and regular lecture recordings, students face new challenges compared to traditional classroom settings. This paper explores the role of self-regulated learning (SRL) strategies in online learning environments – specifically when working with online lecture recordings – and how university students apply SRL strategies to reach their learning goals. To this end, a series of thirteen problem-centered interviews was conducted with undergraduate students of the learning sciences at a major German university. The findings reveal a dramatically suboptimal use of SRL strategies, leading us to the conclusion that interventions such as basic time management and general planning strategy training may have to be implemented more firmly in undergraduate education, in order to enhance university students’ future learning experience.