SELF-REGULATED LEARNING IN AN ONLINE MICRO-CREDENTIAL: AN EXPLANATORY SEQUENTIAL MIXED METHODS CASE STUDY

Abstract

Self-regulated learning is how individuals actively and autonomously manage and monitor their learning. Online learners require self-regulated learning skills to be successful. This study examines the context of an online nonformal learning micro-credential program embedded within a formal learning environment of a research-intensive midwestern US university. Using theoretical frameworks for Self-Regulated Learning and Transactional Distance Theory, this study examines how learners apply self-regulation learning skills and what course design features facilitate self-regulation. An explanatory sequential mixed-methods case-study design was used. Learners in the micro-credential program included faculty, staff and students. Data was collected from 78 participants using a survey questionnaire comprising the closed-ended online self-regulated learning questionnaire, a self-directed learning checklist, and open-ended items on course design. Additional data was collected from 12 semi-structured interviews and 6 document artifacts that formed select cases from a sub-sample of learners who were beginners, continuing, completed, or inactive in the micro-credential program and had average and high SRL scores based on maximum variation sampling. The analytic strategies used included descriptive statistics, cluster analysis, reflexive thematic analysis, qualitative and quantitative content analysis, and mixed methods integration analysis. The results revealed that learners exhibit high environment structuring (M = 4.41, SD = 0.67) and goal setting strategies (M = 4.19, SD = 0.77) but scored lowest in task strategies skills (M = 2.89, SD = 0.92). Four distinct clusters of self-regulators existed: (1) high self-regulators, (2) moderate self-regulators, (3) disillusioned self-regulators, and (4) struggling self-regulators, but across all clusters, learners exhibited poor task strategies. Learners had high goal setting skills because they valued digital literacy skills for employability, career growth, and academic success. Although learners organized their learning with digital tools, which supports their self-regulation and efficient management of their cognitive resources, they had low overall task strategies scores. Through the Transactional Distance Theory lens, the course structure was the most prevalent (48.2%) coded domain that learners reported facilitated their self-regulated learning. An implication of these findings is that learners need to be taught how to learn in an online learning environment, focusing on applying task strategies to effectively implement the plans made in the forethought stage of SRL.