Keywords
Online Learning, Self-Regulated Learning, Teacher Education
Abstract
Current educational trends identify self-regulation as an essential skill for today’s K-12 students. Online learning environments provide a unique opportunity for teachers to use the various features to cultivate student self-regulation. Through a review of the literature, self-regulation has been defined and key strategies have been identified that support self-regulated learning in online learning environments. Course design, goal setting and orientation, self-efficacy, scaffolding, and reflection are identified as key factors that foster student self-regulated learning skills. The article concludes with implications for teacher education.
DOI
10.15760/nwjte.2017.12.2.2
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Persistent Identifier
http://archives.pdx.edu/ds/psu/22072
Recommended Citation
Lock, Jennifer; Eaton, Sarah Elaine; and Kessy, Elaine
(2017)
"Fostering Self-Regulation in Online Learning in K-12 Education,"
Northwest Journal of Teacher Education: Vol. 12
:
Iss.
2
, Article 2.
DOI: https://doi.org/10.15760/nwjte.2017.12.2.2