Impact of Self-Regulation Prompts on Student Learning and Self-Regulation in Online Courses

This study's main goal was to find out how preservice teachers taking an online course on mathematics methods responded to scaffolded self-regulated learning (SRL) prompts. In particular, the study investigated three main areas. Initially, the study investigated whether the learners' performance was affected by SRL prompts in accordance with their test results. Second, the study looked at how the SRL prompts affected the learners' ability to set goals, manage their time, seek help, and self-evaluate. Finally, the study investigated whether SRL prompts improved the students' collaboration skills. This study employed quasi-experimental design and convenience sampling, comparing the intervention group that received SRL prompts with the control group that did not. The intervention was administered in a 12-week online course, that was broken into four modules. Each module had tests to gauge learner performance, and surveys to measure SRL skills and collaboration. The SRL prompts were delivered through emails with guidance on goal setting, help-seeking, time management, self-evaluation and collaboration skills. The study sample consisted of 83 senior-year preservice teachers enrolled in a large university’s teacher education program. Data was collected through module post-tests, the Online Self-Regulated Learning Questionnaire (OSLQ), and a collaborative learning survey. Data analysis included descriptive statistics, independent samples t-tests, and repeated measures ANOVA to examine variations in performance, SRL skills, and collaboration scores over time and across groups. The results indicated that some sections of the intervention group, which received SRL prompts, outperformed the control group in module post-tests. Significant differences in scores were observed, especially in later modules (Modules 3 and 4), suggesting that the benefits of SRL prompts may accumulate as learners progress through the course. Additionally, the increase in effect sizes in the later modules highlighted the potential of such prompts in fostering gradual performance improvements, likely due to the time required for preservice teachers to internalize and apply self-regulation strategies. Additionally, notable improvements were observed in self-evaluation skills within the intervention group in module four. There were slight differences in scores in the final module suggesting that SRL prompts may have encouraged reflective practices over time. However, no statistically significant differences emerged between the intervention and control groups in goal setting, time management, help-seeking, and self-evaluation. Both the intervention and control groups demonstrated improved collaboration scores across the modules, though no significant differences were found between groups. The overall improvement suggests that collaborative activities embedded in the course design may have contributed to the gains in collaboration skills. The absence of significant differences indicates that while SRL prompts may support collaborative engagement, other factors—such as group dynamics and course design—play a more substantial role in shaping collaboration in online learning environments. The findings underscore the value of SRL prompts as an instructional tool in teacher education, particularly in online and hybrid learning settings. By promoting reflective practices and self-regulation skills, SRL prompts may help the preservice teachers develop competencies essential for effective teaching, including time management, goal setting, and self-evaluation. Integrating SRL prompts into learning management systems (LMS) and online course designs could provide scalable support for self-regulated learning, encouraging learners to set goals, manage time effectively, and reflect on their progress. Moreover, SRL prompts can be combined with collaborative tasks in course design to foster collaboration skills, which are critical for professional success in teaching environments. While their effects on other SRL skills and collaboration were less pronounced, the overall improvements observed suggest that SRL prompts may support self-regulation and reflective practices in online learning environments. By integrating structured, scaffolded SRL prompts into online course designs, educators can equip preservice teachers with the skills essential for academic success and lifelong learning. This research contributes valuable insights to the field of teacher education, highlighting the importance of SRL in fostering effective teaching practices and underscoring the need for ongoing support in developing these critical skills. This study highlights several areas for further investigation. Longitudinal studies are recommended to examine the long-term impact of SRL prompts on preservice teachers as they transition to professional practice. Additionally, exploring the efficacy of SRL prompts across different subject areas could provide insights into their adaptability and effectiveness in diverse instructional contexts. Further research could also explore the combination of SRL prompts with other interventions, such as peer mentoring or adaptive learning technologies, to determine how these approaches collectively enhance self-regulation and academic performance. Finally, the role of individual learner characteristics, such as prior self-regulation experience and motivation, warrants exploration to tailor SRL interventions to varied learner needs. The findings provided insights into how SRL prompts can be used to support preservice teachers’ academic growth, reflective practices, and collaborative abilities in online learning environments, where self-regulation is crucial for success.