The influences of cognitive abilities on self-regulated learning in online learning environment among Chinese university students with learning disabilities

Abstract

Students with learning disabilities meet difficulties in cognitive abilities that are likely to affect their learning, especially online learning. Online learning usually lacks efficient face-to-face monitoring and leads to poor learning outcomes; in this case, students' self-regulated learning in an online environment matter. However, Self-Regulated Learning (SRL) status remains unclear for those with learning disabilities and how their working memory and processing speed affect self-regulated learning. A total of 147 undergraduate students were recruited from three public and four private universities in Taiwan to join this study, and they completed a self-reported questionnaire and several psychological measures. Our results revealed significant differences in SRL features between typically developing Chinese undergraduates and those with learning disabilities in an online environment. Compared to the students with learning disabilities, typically developing students outperformed in metacognitive skills, time management, environmental structuring, and persistence. Help-seeking was comparable between both groups. Working memory significantly contributed to SRL in all students, whereas processing speed only significantly influenced SRL in students with learning disabilities. The findings of this study have important implications for educators, researchers, and instructional designers aiming to optimize online learning experiences and support, especially from the perspective of SRL, for all students, particularly those with learning disabilities.