Keywords

self-regulation, distance learning, higher education, intervention, preservice teachers, qualitative research

Abstract

Although self-regulation (SR) has long been seen as an important educational concept, we know little about how to foster it in higher education online student populations. This research addresses this need by introducing an SR intervention into a preservice teacher course. The 30 students who participated used an intervention consisting of weekly student goal setting and self-reflection. Using data collected from a self-regulation survey, weekly reflections, final exam reflections, and interviews, all but one student indicated that the process of setting a goal weekly and especially reflecting on their actions during the week increased their self-regulation abilities. More than half the students focused on improving their study environment or their time management. Findings indicated that, although the process of the weekly intervention improved students’ self-reflection abilities, the growth was uneven with good weeks intermingling with bad weeks. Findings also showed students’ growth in SR influenced their work in other courses during the semester and in subsequent semesters. In addition, students noticed that the SR process helped them become more self-aware, allowing them to adapt SR dimension to their needs.

Original Publication Citation

Arnesen, K. T., Leary, H., Graham, C. R., & McMurry, A. (2025). Encouraging self-regulation in an online university course for preservice teachers: An intervention study. Online Learning, 29(1), 266–292. https://doi.org/https://doi.org/10.24059/olj.v29i1.4318

Document Type

Peer-Reviewed Article

Publication Date

2025

Publisher

Online Learning

Language

English

College

David O. McKay School of Education

Department

Instructional Psychology and Technology

University Standing at Time of Publication

Full Professor

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