Self Regulation among Online Learners

Important Theory for the IDT Researcher

Cognitivism is a theory that is commonly applied in the fields of instructional technology and/or distance education. The theory attempts to explain how individuals process information that they receive. Or, as Alzaghoul (2012) states, “The cognitivism paradigm essentially argues that the ‘black box’ of the mind should be opened and understood” (p. 28). According to cognitivism, there are three main components to learning: attention, memory, and understanding. In order to learn something, an individual must first pay attention to the information. Once the information has been noticed, it is stored in the individual's memory. Finally, the individual must be able to understand the meaning of the information in order to retrieve it from memory and use it in a meaningful way (Shuh & Barab, 2008). Cognitivism has had a major impact on instructional design, as it has provided a framework for understanding how individuals learn best. When designing instructional materials or distance education courses, cognitivism can be used to ensure that learners will be able to attend to, remember, and understand the information that is presented.

In the study by Barak et al. (2016), the researchers look at self-regulation skills required for online learning and how one may characterize cognitive transfer of on-campus and online students. They point out that the popularity of online learning has increased in recent years, as more and more students seek the flexibility and convenience that distance learning can offer. Because of the rise of online learning, it is necessary to understand the cognitive differences between online learners and in-class learners from an IDT perspective.

Barak et al. (2016) also emphasize that the transition from on-campus to online learning can be challenging, as it requires students to develop new self-regulation skills. For example, online learners must be able to manage their time effectively, stay organized, and stay motivated. Additionally, they must be able to transfer the knowledge and skills they have learned on campus to the online environment. While some students find this transition difficult, others are able to adjust relatively easily. Ultimately, the ability to self-regulate and transfer cognitive skills is essential for successful online learning.

One major finding of Barak et al. (2016) is that online learners tend to be more disciplined than in-class learners when it comes to planning, controlling and evaluating their work. Overall, online students are more likely to report having a positive attitude towards distance learning because they have the cognitive and self-regulatory impulses and skills to thrive in that kind of environment. These findings suggest that online students are more likely to engage in meaningful learning off-campus than on-campus students. On-campus students do not gravitate to online learning because they do not feel comfortable self-regulating. Perhaps the results suggest that on-campus students may benefit from taking distance learning courses, as it would challenge them to self-regulate more effectively.

For the IDT researcher, the implications of these findings suggest that there is much to support online learning. Indeed, the growing popularity of online education has led to a corresponding increase in research on the efficacy of this form of instruction. One area of debate that remains is whether online learners are more engaged and self-regulating than their in-class counterparts. The available evidence suggests that online learners are indeed more engaged and self-regulating, with implications for instructional technology and distance education research. For example, online learners are more likely to complete readings and other assignments, participate in discussion forums, and seek help from their instructors; they are also more likely to monitor their own learning progress, set goals, and reflect on their learning experiences (Barak et al., 2016). These findings suggest that online learners are more proactive and self-directed than in-class learners, which has important implications for both instructional design and research methods. Online education is clearly here to stay, and a better understanding of how best to support online learners will be critical to its success. Cognitivism clearly plays an important role in online learning, and the theory indicates that online learners are better able to apply cognitive skills to meet the demands required of them in online or distance education.