Abstract
This study examines the impact of a combined self-assessment and commitment strategy intervention on college students' self-regulated learning (SRL) and academic performance in asynchronous online learning. Using an ex post facto control design, we compared students' performance and behavioral analytics across three course units in two consecutive years of a large online college course. Compared to the control group, the treatment group demonstrated sustained improvement in both course performance and learning behaviors. Our findings highlight the potential of integrating self-assessment and commitment strategies to enhance SRL and academic outcomes in online education. This research advances the understanding of sustained SRL interventions and offers practical insights for online educators seeking to improve student engagement and performance.
| Original language | English |
|---|---|
| Article number | 101033 |
| Journal | Internet and Higher Education |
| Volume | 67 |
| DOIs | |
| State | Published - Oct 2025 |
Bibliographical note
Publisher Copyright:© 2025
Funding
This study was supported with the Igniting Research Collaborations grant by University of Kentucky Vice President for Research.
| Funders |
|---|
| University of Kentucky |
Keywords
- Commitment
- Consistency
- Learning analytics
- Online learning
- Procrastination
- Self-assessment
- Self-regulated learning
- Self-regulation
- Time management
ASJC Scopus subject areas
- Education
- Computer Science Applications
- Computer Networks and Communications
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