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This qualitative research project was conducted to investigate the self-regulation strategies of learners in an asynchronous college-level math course. Seven students participated in the study, which was conducted at a large state university in the mid-Atlantic region of the United States. Transcripts of face-to-face interviews, electronic journal entries, and artifacts were collected during the spring 2006 semester. A follow- up electronic journal entry was collected in 2007. Findings include the identification of a general learning strategy employed by the participants and improved learner confidence. Self-regulation strategies were identified and are compared to self-regulation strategies documented for more traditional learning environments.
In recent years a new model of course design has emerged, the "emporium model" (Twigg, 2003, p. 34). Synchronous class meetings do not exist for courses using this model. Learners choose from a selection of online materials and one-on-one assistance in a computer lab. Some online activities may be accessed from any computer with access to the Internet, and some activities, like tests, are restricted to access only from a central computer lab.
This study was conducted to address a lack of research on emporium-designed courses, and the need for self-regulation research called for in recent publications (e.g. Hartley & Bendixen, 2001; Hodges, 2005; van Gog, Ericsson, Rikers, & Paas, 2005; Whipp & Chiarelli, 2004). The research question guiding this investigation was, "What strategies do learners use to regulate their learning in an emporiumdesigned mathematics course?"
A CADEMIC SELF-REGULA TION
Academic self-regulation is defined by Zimmerman (1989) as the degree to which learners are "metacognitively, motivationally, and behaviorally active participants in their own learning process" (p. 329). A complete review of the research is beyond the scope of the present article. In general, students' use of self-regulated learning behaviors is highly correlated with academic achievement (e.g. Zimmerman & Martinez-Pons, 1986, 1988) and recent research has shown positive relationships to mathematics achievement (Nota, Soresi, & Zimmerman, 2004). Interested readers should consult three current articles by Zimmerman, Hodges, and Artino for additional background information. Zimmerman (2008) summarizes the historical development of the study of selfregulated learning and predicts it to be a continued area of research interest, especially in terms of online learners and new technological methods for data gathering. Hodges (2005) provides a literature...