Extending Models of Self-Regulated Learning to Working Adults: Implications for Online Advanced Skill Training
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Lyndgaard, Sibley
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Abstract
Despite an increase in the prevalence of online skill training programs for working adults, little is known about the self-regulated learning (SRL) strategies by which adults manage their learning in such programs. The objective of the current project was to investigate the nature of self-regulated learning strategy use among working adults engaged in an online skill training program. 75 in-depth interviews were conducted with adults enrolled in an online Master's of Computer Science program, and these data were subjected to a qualitative thematic analysis as well as exploratory analyses concerning gender and age differences. Findings support the extension of extant SRL models to emphasize a novel set of strategies employed by online adult learners, including 1) a greater emphasis on 'macro' strategy use, 2) a priori time management tactics, and 3) reliance on a functionally diverse social network for help with management of both learning and non-learning demands. Implications are discussed regarding future directions for measurement of SRL in working adults and the development of interventions for working adults' learning management.
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2020-10-29
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