Self-regulation of the use of digital resources in an online language learning course improves learning outcomes

Christopher D. Hromalik, Tiffany A. Koszalka

Research output: Contribution to journalArticle

3 Scopus citations

Abstract

This study investigated how community college students in an online introductory-level language course self-regulated their learning while using digital learning resources. An analysis of reflective journals revealed that learners reported engaging with resources in ways consistent with the six dimensions of self-regulated learning. Only learners who demonstrated higher levels of oral proficiency reported monitoring performance. There were also differences in use of time and methods of learning used by learners at different performance levels. All participants struggled to remain motivated throughout the course. These findings offer evidence that providing scaffolding for monitoring performance, methods of learning, use of time, and motivation may be helpful to online language learners.

Original languageEnglish (US)
Pages (from-to)528-547
Number of pages20
JournalDistance Education
Volume39
Issue number4
DOIs
StatePublished - Oct 2 2018

Keywords

  • Online teaching and learning
  • community college
  • digital learning resources
  • instructional design
  • second-language acquisition
  • self-regulated learning

ASJC Scopus subject areas

  • Education

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