Strategies to promote self-regulated learning for online diverse students

Abstract

The rapid growth of digital technologies has expanded opportunities for faculty to assist students with diverse self-regulatory abilities in online higher education. Yet, limited research explores effective strategies for supporting racially diverse students’ self-regulated learning (SRL) in online learning. Further, new research has called for educators to utilize adaptive technologies that provide effective prompts, feedback, and action recommendations to promote the dynamic process of SRL. Thus, this research qualitatively explored the strategies employed by faculty and the role of digital technologies perceived by faculty in providing adaptive support for the SRL of racially diverse students. Data from semi-structured interviews with twenty-eight faculty from a public university were analyzed through thematic analysis. Results provided two groups of themes. First, the strategies included (a) project-based activities, (b) collaborative learning projects, and (c) student-led facilitation. Second, the role of digital technologies involved (d) diversifying interaction channels and (e) monitoring progress and adjusting strategies. These results contribute to new knowledge regarding strategies to promote self-regulated learning of racially diverse students in higher education.

Keywords:

• Self-regulated learning
• teaching strategy
• technology perception
• qualitative interview
• racially diverse student
• online learning environment

Acknowledgements

The authors would like to thank the instructors who participated in the interviews and shared their valuable insights.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

All datasets associated with this study are not publicly available as part of measures to protect the confidentiality of participants. However, the data that support the findings of this study are available from the corresponding author upon reasonable request.

Additional information

Notes on contributors

YangHyun Kim

YangHyun Kim is a PhD candidate at the University of Albany (SUNY) – School of Education, Department of Educational Theory and Practice. His research interests include examining dynamics in computer-supported collaborative learning, investigating the effect of technology integration on schooling, and empowering diverse learners through experiential learning supported by technology.

Alex Kumi-Yeboah

Alex Kumi-Yeboah is an Associate Professor at the University at Albany (SUNY) – School of Education, Department of Educational Theory and Practice. His research interests include examining mediating cross-cultural factors (educational, social, psychological, socio-linguistic) impact on the educational advancement of immigrant students in U.S. schools. He also studies cross-cultural collaboration and diversity contexts in online learning and impact on racially diverse students.