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Technology-Based Instructional Strategies Show Promise in Improving Self-Regulated Learning Skills at Broad-Access Postsecondary Institutions

By Renzhe Yu, Hui Yang, Xiaoying Lin, Chengyuan Yao, Paul Burkander, Krystal Thomas & Jessica Mislevy

Self-regulated learning (SRL) is critical for student success in online postsecondary education. Many technology-based interventions have been studied to improve SRL skills, but few were situated in broad-access institutions that disproportionately serve systemically marginalized student populations in STEM fields.

This study presents preliminary findings from a rapid-cycle evaluation that tests two technology-supported instructional strategies (videos and prompts) designed to improve SRL in online learning. Using fine-grained clickstream data from 141 students across ten sections of five courses taught at a minority-serving community college, the authors generate measures of SRL behavior and correlate them with students’ exposure to tested strategies. The results indicate modestly positive relationships between both videos and prompts and SRL behavior. In addition, prompts are more strongly correlated with SRL behavior for first-generation and female students than for their peers. These initial findings reveal the promise and complexity of implementing effective and equitable technology-supported interventions to develop SRL skills and mindsets among diverse student populations in online STEM education.

View article (subscription may be required)
July 2024
  • Postsecondary Teaching with Technology Collaborative

Related Publications

April 2024

Supporting Learning Online: Perspectives of Faculty and Staff at Broad-Access Institutions During COVID-19

April 2024

Self-Directed Learning Skills: Strategies to Support Student Learning in Online STEM Courses

Additional Resources

For more policy briefs and fact sheets, visit CCRC’s Policy Resources page.

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