Self-regulated learning in open online education

Abstract

The present article reviews the empirical literature on self?regulation in online education. The purpose of the article is to provide educational researchers and practitioners with an understanding of extant research on academic self?regulation and its influence on student success in online environments. Included in this review is a short discussion of the recent emergence of online learning as a viable alternative to traditional classroom instruction, as well as a critique of the empirical literature within the field of online distance education. This article addresses the applicability of employing a social cognitive view of self?regulation as a theoretical framework for understanding student success in online learning situations. The article concludes with a review of the empirical research on self?regulation in online education, including gaps in the literature and suggestions for future inquiry. Keywords: