Leveraging ChatGPT to Support Self-Regulated Learning in Online Courses.
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| Title: | Leveraging ChatGPT to Support Self-Regulated Learning in Online Courses. |
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| Authors: | Zhu, Meina1 (AUTHOR) meinazhuiu@gmail.com |
| Source: | TechTrends: Linking Research & Practice to Improve Learning. Sep2025, Vol. 69 Issue 5, p914-924. 11p. |
| Subject Terms: | *Self-regulated learning, *Online education, *Artificial intelligence, *Graduate students, *Learning strategies, ChatGPT, Thematic analysis, Advice |
| Abstract: | Self-regulated learning (SRL) skills are essential for academic success, particularly in online learning environments. Artificial intelligence (AI) tools, such as ChatGPT, present promising opportunities to support SRL. This case study explored the experiences and perceptions of online graduate students using ChatGPT to enhance their SRL. A thematic analysis was used to analyze students' reflection papers. The findings reveal that ChatGPT supports SRL across three key phases: forethought, performance, and self-reflection. In the forethought phase, ChatGPT assists learners in setting meaningful goals and developing actionable learning plans. During the performance phase, ChatGPT improved various aspects of SRL, including task strategies, help-seeking, metacognitive learning, time management, and motivation. In the self-reflection phase, ChatGPT provided feedback and suggested alternative strategies, helping students reflect on their learning processes and make adjustments as needed. These findings offer insights for both educators and learners on how to effectively utilize ChatGPT to promote SRL in online learning. [ABSTRACT FROM AUTHOR] |
| Copyright of TechTrends: Linking Research & Practice to Improve Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Self-regulated learning (SRL) skills are essential for academic success, particularly in online learning environments. Artificial intelligence (AI) tools, such as ChatGPT, present promising opportunities to support SRL. This case study explored the experiences and perceptions of online graduate students using ChatGPT to enhance their SRL. A thematic analysis was used to analyze students' reflection papers. The findings reveal that ChatGPT supports SRL across three key phases: forethought, performance, and self-reflection. In the forethought phase, ChatGPT assists learners in setting meaningful goals and developing actionable learning plans. During the performance phase, ChatGPT improved various aspects of SRL, including task strategies, help-seeking, metacognitive learning, time management, and motivation. In the self-reflection phase, ChatGPT provided feedback and suggested alternative strategies, helping students reflect on their learning processes and make adjustments as needed. These findings offer insights for both educators and learners on how to effectively utilize ChatGPT to promote SRL in online learning. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 87563894 |
| DOI: | 10.1007/s11528-025-01075-z |
