Self-Regulated Learning: Comparing Online and Classroom Courses in Cognition, Metacognition, Motivation, Emotions, Contexts, and Behavior

This research aims at evaluating the use of cognition, metacognition, motivational, emotional, contextual and behavioral processes in self-regulated learning in online and traditional classroom environments for two separate experiments with two groups each. We used a questionnaire developed based on the adaptation of six existing scales, with the addition of a general section about the course itself. By contrasting the two experiments, results were consistent for online courses suggesting a higher mastery of motivation and positive emotions after taking the course, although it was in many ways similar to a traditional course. Finally, online course might have been associated with higher scores in context control than traditional course but it could depend of the course content.