The use of self-regulatory skills (SRS) and student interactions has become a major research issue for effective and successful online learning. The purpose of this study was to investigate the effects of embedded strategies and student interactions i ...

The use of self-regulatory skills (SRS) and student interactions has become a major research issue for effective and successful online learning. The purpose of this study was to investigate the effects of embedded strategies and student interactions in promoting the use of SRS in an online learning environment. Participants inthis study were 32 college students. They were taught in an online setting for 16 hours over 8 weeks. With 2 hours per week, one hour was assigned to students' content learning, and the other hour for group discussions, having four members for each group. SRS questionnaires were administered before and after the online learning. Although results from the study showed that embedded SRS strategies and student interactions in an online learning environment did not improve the use of students' SRS, it seems to have potential of contributing to improving the use of their SRS. In light of such findings, instructional design strategies in promoting students' SRS and in facilitating their interactions in online learning were suggested

Ⅰ. Introduction
Ⅱ. Methods
1. Participants
2. Materials
3. Embedded strategies to promote the use of SRS components
4. Embedded SRS strategies through student interactions
5. Measuring instruments
6. Research design
7. ...

Ⅰ. Introduction
Ⅱ. Methods
1. Participants
2. Materials
3. Embedded strategies to promote the use of SRS components
4. Embedded SRS strategies through student interactions
5. Measuring instruments
6. Research design
7. Procedures
Ⅲ. Results and discussions
Ⅳ. Conclusion
Ⅴ. Acknowledgements
Ⅵ. References