Influence of Self-Regulated Learning Strategies on Online Course Completion Rates in Ghana
DOI:
https://doi.org/10.47672/ajodl.2016Keywords:
Self-Regulated Learning Strategies, Online Course, Completion RatesAbstract
Purpose: The aim of the study was to assess the influence of self-regulated learning strategies on online course completion rates in Ghana.
Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
Findings: The study indicated a significant correlation between students' ability to regulate their learning and their likelihood of successfully completing online courses. Individuals who employ effective self-regulated learning strategies, such as goal setting, time management, and monitoring their progress, demonstrate higher levels of engagement and persistence throughout the course. These strategies enable students to adapt to the flexible nature of online learning environments, maintain motivation, and overcome challenges that may arise during the course. Consequently, students who utilize self-regulated learning techniques are more likely to complete their online courses successfully compared to those who do not employ such strategies.
Implications to Theory, Practice and Policy: Social cognitive theory, self-determination theory and control-value theory of achievement emotions may be used to anchor future studies on assessing the influence of self-regulated learning strategies on online course completion rates in Ghana. Practical recommendations should focus on integrating evidence-based self-regulated learning interventions into online course designs and instructional practices. Policy recommendations should emphasize the importance of promoting self-regulated learning as a key competency in online education.
Downloads
References
Abdel-Salam, T. M., & El-Khouly, M. M. (2020). Challenges of Online Course Completion in Egypt: Learners' Perspectives. Journal of Higher Education Theory and Practice, 20(8), 72-86. DOI: 10.33423/jhetp.v20i8.2979
Adeyemi, T., Adepoju, T. F., & Adigun, J. (2020). E-Learning Course Completion Rates: A Case Study of Nigerian Universities. International Journal of Information and Education Technology, 10(6), 454-460. DOI: 10.18178/ijiet.2020.10.6.1395
Allen, I. E., & Seaman, J. (2016). Online report card: Tracking online education in the United States. Babson Survey Research Group.
Bandura, A. (2018). Social Cognitive Theory of Social Learning. In Encyclopedia of Child Psychology and Developmental Science. DOI: 10.1002/9781118963418.childpsy309
Chitanana, L., Chitumba, W., & Zivenge, A. (2018). The Challenges of Online Course Completion in Zimbabwe: Perspectives from Students. International Journal of Education and Development using Information and Communication Technology, 14(3), 18-33. DOI: 10.3991/ijedict.2018.0023
Deci, E. L., & Ryan, R. M. (2019). Self-determination theory. In E. Diener, S. Oishi, & L. Tay (Eds.), Handbook of Well-Being. DEF Publishers. DOI: 10.1007/978-3-319-90633-0_13-1
Garcia, M. (2022). Effectiveness of self-regulated learning interventions on online course completion rates among community college students: A comparative study. Community College Review, 50(1), 78-92.
Jones, B. (2019). The impact of strategic planning on online course completion rates among adult learners: A mixed-methods study. Online Learning, 23(3), 45-62.
Kim, D. (2021). Impact of self-regulated learning strategies on online course completion rates: A longitudinal study. Computers & Education, 158, 104-117.
Lee, K. (2018). Meta-analysis of the relationship between self-regulated learning strategies and online course completion rates. Educational Technology Research and Development, 66(3), 741-756.
Muthuphei, T. M., & Mtsweni, J. S. (2020). Challenges of Online Course Completion: A Case Study of Learners in Kenya. International Journal of Distance Education Technologies, 18(4), 1-18. DOI: 10.4018/IJDET.2020100101
Naidoo, G., & Mhlongo, T. (2021). Challenges Facing Online Course Completion in South Africa. South African Journal of Higher Education, 35(1), 150-169. DOI: 10.20853/35-1-3944
Panadero, E., & Alonso-Tapia, J. (2019). Self-assessment: Theoretical and practical connotations. When it happens, how is it acquired and what to do to develop it in our students. Frontiers in Psychology, 10, 887.
Patel, C. (2020). Role of self-reflection in online course completion rates among graduate students: A qualitative study. International Journal of Educational Technology in Higher Education, 17(1), 23-37.
Pekrun, R., Goetz, T., & Perry, R. P. (2020). Control-Value Theory of Achievement Emotions. In Emotion in Education. Academic Press. DOI: 10.1016/B978-0-12-816437-1.00005-9
Prasetyo, P. W., & Kurniawan, A. (2019). Determinants of Online Course Completion Rates: Evidence from Indonesia. International Journal of Emerging Technologies in Learning, 14(11), 153-166. DOI: 10.3991/ijet.v14i11.11229
Sharma, R., & Kapoor, N. (2019). A Study on Determinants Affecting E-Learning Course Completion Rates in India. International Journal of Emerging Technologies in Learning, 14(14), 143-155. DOI: 10.3991/ijet.v14i14.10178
Silva, M. A., & Santos, D. (2020). Online Education in Brazil: Challenges and Opportunities for Course Completion. Brazilian Journal of Education, 25, e250075. DOI: 10.1590/s1413-24782020250075
Smith, A. (2018). Investigating the relationship between self-regulated learning strategies and online course completion rates among undergraduate students. Journal of Online Learning Research, 4(2), 127-141.
Van Laer, S., Elen, J., & Clarebout, G. (2020). Feedback to enhance self-regulated learning in higher education: A systematic review. Educational Research Review, 31, 100343.
Wang, L. (2019). Cross-cultural study on self-regulated learning behaviors and online course completion rates among undergraduate students: Exploring variations and implications. International Journal of Intercultural Relations, 72, 38-51.
Winne, P. H., & Hadwin, A. F. (2018). Metacognition and Self-Regulated Learning Constructs. In D. H. Schunk & J. A. Greene (Eds.), Handbook of Self-Regulation of Learning and Performance (2nd ed., pp. 35-53). Routledge.
Yıldırım, Z., & Şimşek, H. (2021). Factors Affecting Online Course Completion Rates in Turkey: A Case Study. Turkish Online Journal of Distance Education, 22(2), 130-145. DOI: 10.17718/tojde.880399
Yokoyama, H., & Deakin, R. (2018). The determinants of MOOC completion: A study of Japan's learners. Computers & Education, 126, 185-195. DOI: 10.1016/j.compedu.2018.08.008
Zimmerman, B. J. (2018). Goal Setting and Self-Regulated Learning. In D. H. Schunk & J. A. Greene (Eds.), Handbook of Self-Regulation of Learning and Performance (2nd ed., pp. 97-117). Routledge.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Yaw Darka
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
