Students who self-regulate are more likely to improve their academic performance, find value in their learning process, and continue to be effective lifelong learners. However, online students often struggle to self-regulate, which may contribute to lower academic performance. Likewise, less experienced online teachers who are in the process of implementing—or have implemented—a shift from in-person to distance learning may struggle to enable their students to employ effective self-regulation techniques.

Supporting Self-Regulated Learning and Student Success in Online Courses examines current theoretical frameworks, research projects, and empirical studies related to the design, implementation, and evaluation of self-regulated learning models and interventions in online courses and discusses their implications. Covering key topics such as online course design, student retention, and learning support, this reference work is ideal for administrators, policymakers, researchers, academicians, practitioners, scholars, instructors, and students.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Artificial Intelligence
Educational Game Design
Engagement
Interventions
Learning Support
Online Course Design
Online Scaffolds
Personalized Visualizations
Self-Regulated Learning
Student Retention
Student Success

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Editor/Author Biographies

Danny Glick is a Research Affiliate at the University of California, Irvine’s Online Learning Research Center where he explores ways to improve student persistence and performance in online courses using early warning systems and light-touch interventions. He is a former visiting scholar at the University of California, Irvine’s School of Education where he investigated the effects of blended learning on the achievement of low-income students. Dr. Glick is also the Director of Pedagogical Implementation at Edusuft, a subsidiary of ETS, where he leads a team of EdTech implementation specialists. For the past 20 years, he has helped ministries of education and higher education institutions in 35 countries to shift from traditional instruction to online learning. Dr. Glick holds a PhD in Learning Technologies and a Master’s degree in Curriculum & Instruction, and has presented and published on topics including early warning systems, targeted interventions, student persistence, and learning design.

Jeff Bergin is the Vice President of Impact and Experience at General Assembly, where he leads the online design and delivery of accelerated technical training for job readiness. Previously, Jeff served as the Vice President of Learning Products and Experience at Universal Technical Institute where he launched a high-fidelity learning experience that drove improvements in learner performance and completion. Prior to that, Jeff served as the Vice President of Learning Research and Design at Macmillan Learning, where he led the R&D for a new active learning platform and the VP of Learning & Experience Design at Pearson, where he launched Pearson’s flagship online learning product, CourseConnect. Jeff earned a Ph.D. from Arizona State University, where his research focused on the impact that learner-centered pedagogies make on student performance and persistence in online environments. He taught at Maricopa Community Colleges, facilitated design workshops through Northwestern University’s Design for America, and served on the executive board of the Emerging Learning Design Conference and Journal at Montclair State University. He has published and presented on a wide range of topics related to online learning design and has been affiliated with i-NACOL, Quality Matters, U.S.D.L.A., and the American Council on Education.

Chi Chang is a tenure-track assistant professor in the Office of Medical Education Research and Development and the Department of Epidemiology and Biostatistics in the School of Human Medicine at Michigan State University. She earned her PhD in Measurement and Quantitative Methods. She holds master’s degrees in Biostatistics and Educational Administration and Policy, and has a background in teacher education, educational psychology, and counselling. Her research interests center on classification methodologies and cognitive diagnostic assessments. She evaluates the quality of parameter estimation among statistical methods under various conditions using simulation studies. Her psychometric research focuses on diagnosing students’ cognitive skills and exploring methodologies to identify students’ learning patterns, progress performance, clinical knowledge, and clinical skills. Chang’s interests include multilevel modeling, finite mixture modeling, measurement invariance, and meta-analysis. Currently, her research is focused on applying neural network algorithms to optimize classification accuracy. She has projects applying pattern recognition and recurrent neural networks to multi-site program evaluation and medical education.

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