How to achieve success in online learning (and any kind of academic pursuit, for that matter)

How can students succeed in the online learning environment? Several factors come into play, but here are some key considerations.

1. Knowledge and application of one’s learning style is helpful, but it is not a panacea for success

There are a wide range of learning style inventories available that assess students’ instructional, social interaction, and information processing preferences, as well as the connection between personality traits and learning (Lynch, 2004, p. 134). These inventories are helpful, for both online and traditional learning environments. By being aware of their learning styles, students can intentionally adopt study methods that play to their strengths. However, this does not provide a magic bullet for success. And no particular learning style provides an advantage over others in online learning. 

2. Self-regulated learning behaviors provide a significant advantage in online learning

Positive learning behaviors are centred on self-regulated learning. According to Zimmerman (2001), “this approach views learning as an activity that students do for themselves in a proactive way, rather than as a covert event that happens to them reactively as a result of teaching experiences” (p. 1). With self-regulated learning (also known as self-directed or active learning), the student takes ownership of his/her learning, developing and implementing a strategy for personal success. Scholars have identified four dimensions of academic self-regulation – the self-regulation of motive, method, performance outcomes and environmental/social setting (Schunk & Zimmeman, 1994).

If positive learning behaviors are centered on self-regulated learning, they are anchored on learner conation – the student’s motivation or drive for success. The impetus for motivation is not fully understood, but it appears to be stronger in individuals who have, among other qualities, clear goals for their learning, who are self-aware and who have curiosity about the subject matter (O’Neil & Drillings, 1994). While individuals draw their motivation from different places, it seems “the simplest and most direct motivational explanation of why some people perform better on work tasks than others is because they have different performance goals" (Locke, 1994, p. 15).

3. Learning supports enhance the online learner’s prospects for success

By learning supports, I refer to the availability of academic and physical resources needed for academic success. This includes the quality of the online program (proper accreditation is critical); course design; instructor skills, experience and accessibility; and technological infrastructure.

References

Locke, E. A. (1994). Goal setting theory. In H. F. O'Neil Jr. & M. Drillings (Eds.), Motivation: theory and research. Hillsdale, NJ: Lawrence Erlbaum Associates. Retrieved from http://www.questia.com

Lynch, M. M. (2004). Learning online: A guide to success in the virtual classroom. New York: RoutledgeFalmer. Retrieved from http://www.questia.com

O'Neil, H. F., Jr., & Drillings, M. (Eds.). (1994). Motivation: theory and research. Hillsdale, NJ: Lawrence Erlbaum Associates. Retrieved from http://www.questia.com

Schunk, D. H., & Zimmerman, B. J. (Eds.). (1994). Self-regulation of learning and performance: Issues and educational applications. Hillsdale, NJ: Lawrence Erlbaum Associates. Retrieved from http://www.questia.com

Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulated learning and academic achievement: Theoretical Perspectives (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates. Retrieved from http://www.questia.com