Supporting Self-Regulated Learning and Student Success in Online Courses

Students who self-regulate are more likely to improve their academic performance, find value in their learning process, and continue to be effective lifelong learners.However, online students often struggle to self-regulate, which may contribute to lower academic performance. Likewise, less experienced online teachers who are in the process of implementing�or have implemented�a shift from in-person to distance learning may struggle to enable their students to employ effective self-regulation techniques. Supporting Self-Regulated Learning and Student Success in Online Courses examines current theoretical frameworks, research projects, and empirical studies related to the design, implementation, and evaluation of self-regulated learning models and interventions in online courses and discusses their implications. Covering key topics such as online course design, student retention, and learning support, this reference work is ideal for administrators, policymakers, researchers, academicians, practitioners, scholars, instructors, and students. Additional ISBNs 1668465000, 1668465019, 9781668465004, 9781668465011Supporting Self-Regulated Learning and Student Success in Online Courses is written by Glick Danny and published by Information Science Reference. ISBNs for Supporting Self-Regulated Learning and Student Success in Online Courses are 9781668465028, 1668465027 and the print ISBNs are 9781668465004, 1668465000. Additional ISBNs include 1668465000, 1668465019, 9781668465004, 9781668465011.