Rachel J. Ebner, PhD in Faculty Focus<\/p>\n
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Due to the pandemic, both instructors and students have had to adapt quickly to different forms of online learning models.\u00a0 Asynchronous learning has emerged as a predominant model because of its flexibility in allowing students to learn anytime and anywhere. Although convenient, this type of learning model requires students to exercise a high degree of self-regulated learning. Self-regulated learning is defined \u201cas the degree to which students are metacognitively, motivationally, and behaviorally active participants in their own learning process\u201d (Zimmerman, 2008, p.2). In other words, self-regulated learning involves a high degree of motivation and self-direction.<\/p>\n
For students who lack self-regulated learning skills, asynchronous learning can be extremely challenging and overwhelming. This in turn can hinder a student\u2019s motivation to succeed. As a result, it is essential for educators to help foster students\u2019 self-regulated learning skills so that they can succeed with a highly self-directed asynchronous learning model. Zimmerman (2000) proposes a three-phase cyclical model of self-regulation by which students combine cognitive, behavioral, and motivational strategies in order to attain task-specific goals. Educators can help students develop important self-regulated learning skills within each of the three phases of the model.<\/p>\n