Self-Regulation of Learners in an Asynchronous University Math Course
Document Type
Article
Publication Date
2009
Publication Title
Quarterly Review of Distance Education
Abstract
This qualitative research project was conducted to investigate the self-regulation strategies of learners in an asynchronous college-level math course. Seven students participated in the study, which was conducted at a large state university in the mid-Atlantic region of the United States. Transcripts of face-to-face interviews, electronic journal entries, and artifacts were collected during the spring 2006 semester. A follow-up electronic journal entry was collected in 2007. Findings include the identification of a general learning strategy employed by the participants and improved learner confidence. Self-regulation strategies were identified and are compared to self-regulation strategies documented for more traditional learning environments.
Recommended Citation
Hodges, Charles B..
2009.
"Self-Regulation of Learners in an Asynchronous University Math Course."
Quarterly Review of Distance Education, 10 (2): 233-237: Information Age Publishing, Inc..
source: http://eric.ed.gov/?id=EJ864055
https://digitalcommons.georgiasouthern.edu/leadership-facpubs/35
