Self-Regulated Learning and Student Success, Retention, and Engagement in Online Courses

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Author(s): Peter Aloka (University of the Witwatersrand, South Africa), Mary Ooko (University of Pretoria, South Africa), Pamela Atieno Ooko (Jaramogi Oginga Odinga University of Science and Technology, Kenya)and Pamela Onyango (University of Nairobi, Kenya)
Copyright: 2023
Pages: 18
Source title: Handbook of Research on Innovative Frameworks and Inclusive Models for Online Learning
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA)
DOI: 10.4018/978-1-6684-9072-3.ch012

Keywords: Education / Educational Technologies / Information Science Reference / Web-Based Teaching & Learning

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Abstract

This chapter analyzes self-regulated learning and student success, engagement, and retention in online learning contexts. The conceptual literature review was adopted as the research methodology. The search engines such as Educational Resources Information Center (ERIC), Google Scholar, PsychINFO, Science Direct, Academic Search Elite/EBSCO, Blackwell Synergy, and JSTOR were used to obtain secondary data. The results from reviewed literature indicate that self-regulation was effective in enhancing student success, engagement, and retention among students in online learning. Therefore, the chapter recommends that instructors should train students on scaffolding as a classroom technique which would help to strengthen self-regulation. The study is quite significant because understanding self-regulation is very important in the development of these achievement capabilities for students.

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Self-Regulated Learning and Student Success, Retention, and Engagement in Online Courses

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