Developing academic literacy through self-regulated online learning

Emmaline Lear, Linda Li, Sue Prentice

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    This study explores the self-regulated learning (SRL) experiences of international students in developing English language academic literacy essential for successful transition to university. The participants in this study were a small, diverse group of first year undergraduate students who sought academic support from the Academic Skills Centre at an Australian university. They were given the opportunity to independently access an online program, Study Skills Success, over the duration of one semester to develop their academic literacy in English. Data for this study were collected from a pre- and post-program questionnaire, interviews, a focus group discussion, and reflective online learning logs. These sources gathered information regarding the participants’ motivation and attitudes, their online learning experiences and strategy use, and the perceived benefits of SRL online. The findings from this study have implications for supporting the transition of first year students to university by developing essential academic skills through independent online learning.
    Original languageEnglish
    Article number1
    Pages (from-to)13-23
    Number of pages10
    JournalStudent Success
    Issue number1
    Publication statusPublished - 02 Mar 2016


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