Self-Regulated Learning and Autonomy in Online Graduate Business Education
Date
2016
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
International Academy of Business and Economics
Abstract
Distance learning serves a prominent role in higher education today. Its effectiveness in both access and economics makes it a crucial piece of institutional planning. Self-regulated learning (SRL) is vital for student success in any academic environment, but is particularly critical for online education. This study investigated online SRL through examination of two online graduate business course curriculums, one self-paced, and one without the self-paced element. The study of 62 online graduate students in a Master of Business Administration program revealed that students fared equally well in both delivery models with respect to grades earned and failure rates; a statistically significant difference was recorded in student assessment of Learner, Course, and Teacher Measures, favoring the courses without the self-paced element. A mixed method approach used qualitative content analysis in addition to quantitative measures. Implications for teaching and learning in self-paced online graduate business courses are discussed, as well as opportunities for future research.
Description
item.page.type
Article
item.page.format
Keywords
Distance Education
Citation
Olson, J., Flynn, C. & Kalinski, R. (2016). Self-regulated learning and autonomy in online graduate business education. European Journal of Management, 16(3), 63-76. http://dx.doi.org/10.18374/EJM-16-3.7