Effects of Course Design on Online Self-Regulated Learning Among University Students

Abstract

Online self-regulated learning (OSRL) has been seen as a personal characteristic that could transcend across different courses. This proposed study aims to investigate whether OSRL and the relationship between OSRL and learning outcomes can be influenced by course design and how university students regulate their online learning by interacting with course design within an online course. Mixed methods with a combination of questionnaire-based surveys, semi-structured interviews, and data-track analyses will be employed. The findings may provide online course designers, instructors, and university administrators with implications for advancing students’ OSRL through improving course design.