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Self-regulated learning in online learning environments: strategies for remote learning

Richard Allen Carter Jr (School of Counseling, Leadership, Advocacy and Design, University of Wyoming, Laramie, Wyoming, USA)
Mary Rice (Language, Literacy and Sociocultural Studies Faculty, University of New Mexico, Albuquerque, New Mexico, USA)
Sohyun Yang (Special Education, University of Kansas, Lawrence, Kansas, USA)
Haidee A. Jackson (Special Education, University of Kansas, Lawrence, Kansas, USA)

Information and Learning Sciences

ISSN: 2398-5348

Article publication date: 26 June 2020

Issue publication date: 27 July 2020




Many teachers and students in the USA and various parts of the world are migrating some aspects of education online out of necessity. The purpose of this paper is to identify and describe strategies of the self-regulated learning (SRL) framework for K-12 students learning in online environments to support remote learning with online and digital tools during the COVID-19 pandemic.


The SRL framework (Zimmerman, 2008) has been used consistently to support students in learning to work independently. This framework highlights three phases: planning, performing and evaluating. Previous research in K-12 online learning has yielded specific strategies that are useful. The paper identified and described the strategies to an audience seeking answers on how to meet the needs of students in online learning environment.


The main types of strategies that have emerged from previous studies include asking students to consider how they learn online, providing pacing support, monitoring engagement and supporting families.


Although the social crisis of COVID-19 is unique, prior research in online learning may be useful for supporting teacher practice and suggesting future research. Developing SRL skills of students will ensure the effectiveness of online learning that the field of education may ultimately focus on in the future.



This article is part of the special issue, “A Response to Emergency Transitions to Remote Online Education in K-12 and Higher Education” which contains shorter, rapid-turnaround invited works, not subject to double blind peer review. The issue was called, managed and produced on short timeline in Summer 2020 towards pragmatic instructional application in the Fall 2020 semester.


Carter Jr, R.A., Rice, M., Yang, S. and Jackson, H.A. (2020), "Self-regulated learning in online learning environments: strategies for remote learning", Information and Learning Sciences, Vol. 121 No. 5/6, pp. 321-329.



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