Exploring Online Learners’ Self-Regulated Learning Strategies in the Context of Educational Technology

The overarching goal of this dissertation is to explore effective learning strategies for improving online learners’ academic performance in the context of educational technology. Specifically, this dissertation consists of an introduction (Chapter 1), a meta-analysis (Chapter 2), two empirical studies (Chapters 3 & 4), and a summary (Chapter 5). The meta-analysis was conducted to address the relationship between online self-regulated learning (SRL) strategies and academic performance in higher education. The results of the meta-analysis revealed a significant summary effect of online SRL strategies on academic performance (k = 28, r = .21). Seven out of the 28 studies focus on the major of education. These results suggested the critical role of online SRL in higher education and directed my online SRL research to education. In the first empirical study, I explored the impact of online SRL strategies on preservice teachers’ (PSTs) learning experiences in educational technology using structural equation modeling. The results of the second study revealed that PSTs’ online SRL strategies significantly mediate the relationship between PSTs’ technology integration self-efficacy and their actual technology competencies. Given the significant role of online SRL in PSTs’ technology use, in the second empirical study, I investigated individual differences (i.e., gender, technology self-efficacy, prior online learning experiences, and teacher education programs) in PSTs’ use of online SRL strategies with multilevel modeling technique. Results highlighted significant variations in online SRL among preservice teachers based on individual characteristics.