In a new study, researchers explored how undergraduates manage their online homework, a timely subject in today’s digital learning landscape. The study, involving 612 Chinese undergraduates, utilised latent profile analysis to categorise students based on their homework management strategies.
These strategies included arranging the environment, managing time, monitoring motivation, emotion management, cognitive reappraisal, and handling distraction.
The findings were published in the journal Educational Psychology.
This novel approach revealed five distinct profiles, each representing a unique combination of these strategies. The profiles ranged from those exhibiting high competence across all areas to those struggling significantly, particularly in handling distractions. Interestingly, the study found that the way students managed distractions was a critical differentiator among the profiles.
These findings are significant, offering fresh insights into the challenges and behaviours associated with online homework. They underscore the complexity of online learning and highlight the need for tailored support and interventions. This research not only contributes to our understanding of self-regulation in digital learning environments but also provides practical implications for educators seeking to enhance online learning experiences.
The study’s identification of distinct homework management profiles among undergraduates is particularly valuable. It indicates that students’ online learning experiences and outcomes are influenced by their approach to managing homework. The variation in profiles suggests the need for diverse strategies to support students, emphasising the importance of individualised learning approaches in online education.
The correlation between these profiles and homework effort and completion rates offers critical insights for educators. It suggests that certain management strategies, particularly around distraction handling, significantly impact students’ ability to complete online homework effectively. This has important implications for designing online learning environments and resources that support students’ self-regulation skills.
This study offers a nuanced understanding of the self-regulation strategies undergraduates employ in managing online homework. It highlights the varied approaches students take and the impact of these strategies on their learning outcomes. As digital learning continues to evolve, such insights are invaluable for educators, policymakers, and researchers aiming to optimise online learning experiences.