Learning analytics to support self-regulated learning in asynchronous online courses: A case study at a women's university in South Korea.

With the recognition of the importance of self-regulated learning (SRL) in asynchronous online courses, recent research has explored how SRL strategies impact student learning in these learning environments. However, little has been done to examine different patterns of students with different SRL profiles over time, which precludes providing optimal on-going instructional support for individual students. To address the gap in research, we applied learning analytics to analyze log data from 284 undergraduate students enrolled in an asynchronous online statistics course. Specifically, we identified student SRL profiles, and examined the actual student SRL learning patterns.