Examining Self-Regulation, Satisfaction, and Completion in Self-Paced Online Professional Development

Self-paced online learning is largely self-regulated (Koçdar et al., 2018), and purposeful Self-Regulation (SR) is a necessity for adult learners in self-paced online learning environments (Hodges et al., 2016; Kizilcec et al., 2017; Lee et al., 2021; Ranieri et al., 2018; Wijekumar et al., 2006). In these environments, where learners experience little to no social interaction (Naidu, 2008; Thiessen, 2016; Yan, 2020; Yan, Lin, et al., 2021), the use of Self-Regulated Learning (SRL) strategies become ever more critical (Kizilcec et al., 2017; Koçdar et al., 2018; Lee et al., 2021; Xu et al., 2022). There is a growing number of studies examining self-paced Online Professional Development (OPD) (Asgar & Ratra, 2020; Chen et al., 2023; Dhaliwal et al., 2018; Gumbo & Twinomurinzi, 2023; Ranieri et al., 2018; Rhode & Krishnamurthi, 2016; Rizzuto, 2017). Some consider the complex relationship between self-regulation and satisfaction (Cho & Heron, 2015; Kim & Hodges, 2012; Wolters, 2003), but few focus on the link between self-regulation, specifically SRL strategies, learner satisfaction, and completion of self-paced OPD. The purpose of this study was to understand the role of SRL strategies and their influence on learner satisfaction and completion in self-paced OPD learning environments. This study engaged a nonexperimental, descriptive correlational research design using quantitative methods to explore the relationships among SRL strategies, learner satisfaction, and completion in a self-paced OPD course. Descriptive correlational research designs describe the variables and the relationships between variables. Data collection methods consisted of a survey and follow-up questions. This study analyzed the extent to which participants used SRL strategies and their satisfaction with and completion of self-paced OPD. Survey data were analyzed using descriptive statistics, correlational analyses, logistic regression, multiple regression, and MANOVA. Follow-up questions were analyzed using qualitative techniques. Results indicated participants use SRL strategies. However, in alignment with previous research, satisfaction and completion in self-paced online courses were low. Finally, I discuss theoretical, conceptual, and practical implications and recommendations.