Online Accelerated Learning Experiences and Self-Regulated Learning Skills Among Undergraduate Students

Many institutions have adopted an online accelerated learning model in which intensive online instructions are offered during the course of a normal semester to help students complete classes. Current research has focused on comparing different instructional lengths. Mixed findings have been reporte...

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Bibliographic Details
Published in:International journal of online pedagogy and course design 2021-07, Vol.11 (3), p.17-35
Main Authors: Yen, Cherng-Jyh, Sujo-Montes, Laura E, Tankari, Moussa, Ozkeskin, Emrah Emre, Tu, Chih-Hsiung, Harati, Hoda
Format: Article
Language:English
Subjects:
Adult learning
Adult students
Analysis
Attitudes
College students
Distance learning
Educational objectives
Instructional design
Learning
Online education
Online instruction
Pedagogy
Schedules
Scheduling
Skills
Social aspects
Student retention
Students
Teachers
Teaching
Undergraduate study
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Summary:Many institutions have adopted an online accelerated learning model in which intensive online instructions are offered during the course of a normal semester to help students complete classes. Current research has focused on comparing different instructional lengths. Mixed findings have been reported. Accelerated instructions are not necessarily superior or inferior to traditional 16-week instructions. Research should focus on what is crucial and how to prepare students to succeed in accelerated online courses. This study examines whether self-regulated learning (SRL) skills may serve as predictors of positive accelerated learning experiences. It concludes that five SRL skills can predict success in online accelerated learning experiences and suggested educators should identify and prepare students with relevant SRL skills prior to attempting accelerated instructions to warrant a positive learning experience.
ISSN:2155-6873
2155-6881
DOI:10.4018/IJOPCD.2021070102