The effects of self-regulated learning strategies in online high school science

Abstract

Students at Great Lakes Learning Academy (GLLA) participate in asynchronous, fully remote, online classes, from the comfort of their own homes and learning environments. Students are gifted and challenged with autonomy in their coursework. As a high school student, it takes a great deal of self-regulation to succeed in any environment, let alone an asynchronous, fully remote, online program from your own home. In this research study, science students at Great Lakes Learning Academy were taught valuable self-regulated learning strategies (SRLS) through videos, tutorials, and teacher reinforcement. Data from the pre- and post-administration of the Personal Schoolwork Inventory measuring students use of SRLS and attitudes towards online school and learning, were compiled. Data from the online learning management system and teacher observations, communication logs, and records were used as additional data collection instruments. Data were processed using both qualitative and quantitative analysis strategies. The results suggested that students benefited from the implementation and reinforcement of SRLS. Students learned and understood more about the grading scale and systems used at GLLA, increased their use of SRLS, completed more classes, and improved their attitudes towards online school and learning.