This qualitative study examined low achieving online learners' uses of social self-regulated learning strategies. Research has shown that low achieving online learners lack strategies for self-regulated learning, which directly relates to their lack of achievement. Social self-regulated learning strategies examined in this study included help seeking, social comparison and social interactions. As learners constructed meaning and struggled with content, interactions between learners and peers, the instructor/instructor's assistant, technical support, and materials facilitated the process. Low achieving online learners resisted utilizing social self-regulated learning strategies. However, according to the research, little data was collected from low achieving online learners directly. This study asked low achieving online learners to describe their experiences, through semi-structured interviews. Barriers to social self-regulated learning strategies included poor attitudes, internet addiction, and exterior blame, according to the research. Self-regulated learning, in general, is linked to higher achievement. This study found that low achieving online learners lacked the use of social self-regulated learning strategies. Additionally, participants lacked help seeking behaviors, experienced social isolation, and held negative views of their classmates and instructor. The findings in this study may assist instructional designers to increase opportunities for social self-regulated learning in online courses, which may, in turn, increase achievement.
|Commitee:||Ryan, Patricia, Wickersham-Fish, Leah|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 76/10(E), Dissertation Abstracts International|
|Subjects:||Instructional Design, Education|
|Keywords:||Low achieving, Online, Self-regulated learning, Social learning|
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