Self-Regulated Learning in Online Graduate Business Communication Courses: A Qualitative Inquiry. Issue 1 (March 2020)

• Record Type: Journal Article
• Authors: Flynn, Catherine; Olson, Joel; Reinhardt, Michelle
• Is Part Of: Business and professional communication quarterly. Volume 83:Issue 1(2020)
• Page Start: 80
• Page End: 95
• Publication Date: 2020-03
• Subjects: self-regulated learning -- preparation -- performance -- appraisal -- qualitative research -- graduate business communication curriculum; Business education -- United States -- Periodicals; Communication in management -- United States -- Periodicals; English language -- Business English -- Periodicals; 658.450715
• DOI: 10.1177/2329490619885904
• Languages: English
• ISSNs: 2329-4906

Abstract

This qualitative study reviewed student application of self-regulated learning (SRL) processes in self-paced graduate business communication courses. It was preceded by a quantitative analysis of the same courses. In both studies, researchers sought to understand student experience in a self-paced learning environment, and how this experience demonstrated SRL and increased student performance. Neither study established a clear connection between a self-paced learning environment, SRL, and student performance. However, both studies confirmed the importance of student predisposition for the cyclical phases of preparation, performance, and appraisal and highlighted the critical role of support in readying students for learning strategy changes.