Date of Award

2022

Document Type

Dissertation

Degree Name

Education (Ph.D)

Department

Administrative and Instructional Leadership

First Advisor

Joan Birringer-Haig

Second Advisor

Stephen Kotok

Third Advisor

Patrick Blessinger

Abstract

Research at the college and graduate levels indicates that the use of self-regulatory learning skills (such as time management, asking for help and setting goals) and collaboration with teachers and peers to be vital components of online learning. Little research in online learning has been done at the 7th - 12th grade levels (Barbour, 2019). Through the theoretical frameworks of Zimmerman & Moylan (2009) and Garrison et al. (2000), this non-experimental study examined the correlation of grade level, gender, and modality of instruction to students’ scores on the Online Self-Regulated Learning Questionnaire and their end of year grade point averages. Additionally, descriptive statistics analyzed the 7th - 12th graders’ perceptions of what worked and did not work in their online learning experience. The results showed students of this age group needed to feel known as a person by their teacher and peers, to be engaged in meaningful learning activities with their peers and to have their teachers be active in making sure both of those things happened. Results that were unique to this age group involved technology, self-regulatory learning skills (SRLS) and variety in lessons, and the 9th grade year was of particular interest. The present study offers recommendations on how to make online classes for 7th – 12th grade age group more effective. Based on the findings, suggestions for specific teacher training for online teaching of the 7th – 12th grades were also included.

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