Enhancing online college students' self-regulated learning and performance through self-assessments and commitment strategies

被引：0

作者：

Huang, Kun ^{[1
]}

Lee-Post, Anita ^{[2
]}

机构：

[1] Univ Kentucky, Dept Curriculum & Instruct, Lexington, KY 40506 USA

[2] Univ Kentucky, Dept Mkt & Supply Chain, Lexington, KY USA

来源：

INTERNET AND HIGHER EDUCATION | 2025年 / 67卷

关键词：

Self-regulation; Self-regulated learning; Learning analytics; Online learning; Self-assessment; Commitment; Consistency; Time management; Procrastination; SCIENCE; FUTURE; INTERVENTIONS; MOTIVATION;

D O I：

10.1016/j.iheduc.2025.101033

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examines the impact of a combined self-assessment and commitment strategy intervention on college students' self-regulated learning (SRL) and academic performance in asynchronous online learning. Using an ex post facto control design, we compared students' performance and behavioral analytics across three course units in two consecutive years of a large online college course. Compared to the control group, the treatment group demonstrated sustained improvement in both course performance and learning behaviors. Our findings highlight the potential of integrating self-assessment and commitment strategies to enhance SRL and academic outcomes in online education. This research advances the understanding of sustained SRL interventions and offers practical insights for online educators seeking to improve student engagement and performance.

引用

页数：11

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