Tips for Fostering Students’ Self-Regulated Learning in Asynchronous Online Learning Environments
Rachel J. Ebner, PhD in Faculty Focus
Due to the pandemic, both instructors and students have had to adapt quickly to different forms of online learning models. Asynchronous learning has emerged as a predominant model because of its flexibility in allowing students to learn anytime and anywhere. Although convenient, this type of learning model requires students to exercise a high degree of self-regulated learning. Self-regulated learning is defined “as the degree to which students are metacognitively, motivationally, and behaviorally active participants in their own learning process” (Zimmerman, 2008, p.2). In other words, self-regulated learning involves a high degree of motivation and self-direction.
For students who lack self-regulated learning skills, asynchronous learning can be extremely challenging and overwhelming. This in turn can hinder a student’s motivation to succeed. As a result, it is essential for educators to help foster students’ self-regulated learning skills so that they can succeed with a highly self-directed asynchronous learning model. Zimmerman (2000) proposes a three-phase cyclical model of self-regulation by which students combine cognitive, behavioral, and motivational strategies in order to attain task-specific goals. Educators can help students develop important self-regulated learning skills within each of the three phases of the model.
