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The Effect of Self-Regulated Learning in Online Professional Training

The Effect of Self-Regulated Learning in Online Professional Training

Qiwei Men, Belinda Gimbert, Dean Cristol
Copyright: © 2023 |Volume: 15 |Issue: 2 |Pages: 17
ISSN: 1941-8647|EISSN: 1941-8655|EISBN13: 9781668492062|DOI: 10.4018/IJMBL.318225
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MLA

Men, Qiwei, et al. "The Effect of Self-Regulated Learning in Online Professional Training." IJMBL vol.15, no.2 2023: pp.1-17. http://doi.org/10.4018/IJMBL.318225

APA

Men, Q., Gimbert, B., & Cristol, D. (2023). The Effect of Self-Regulated Learning in Online Professional Training. International Journal of Mobile and Blended Learning (IJMBL), 15(2), 1-17. http://doi.org/10.4018/IJMBL.318225

Chicago

Men, Qiwei, Belinda Gimbert, and Dean Cristol. "The Effect of Self-Regulated Learning in Online Professional Training," International Journal of Mobile and Blended Learning (IJMBL) 15, no.2: 1-17. http://doi.org/10.4018/IJMBL.318225

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Abstract

With the rapid expansion of mobile, blended, and seamless learning, researchers claim two factors, lack of self-discipline and poor time management, adversely impact learning performance. In online educational environments, reduced social interactions and low engagement levels generate high dropout rates. Self-regulated learning (SRL), the individual ability to check progress toward a goal and manage learning behavior, appears critical to adult online learning success. Clickstream data can observe, record, and evaluate patterns of users' real-time learning behavior in an online learning environment. Linking clickstream data with performance outcomes allows researchers to assess online learning behaviors and academic performance. The guiding research question was: Are students who apply SLR strategies more likely to demonstrate mastery of knowledge and skills in a self-directed e-learning context? Clickstream data and performance measures were analyzed to explore whether task and cognitive conditions influence how SLR strategies are applied in online training.