Examining the Effects of Self-Regulated Learning Skills on Digital Lifelong Learning Among Online Graduate Students

: Amid the COVID-19, educators noticed the resurgent importance of lifelong learning while delivering remote learning. The U.S. Department of Education indicated that self-regulated learning skills prepare learners for lifelong learning. The rapid development of advanced technology and the accelerated-expanding nature of workforce training will create ever-increasing demands for individuals to be self-regulated lifelong learners. Although self-regulated learning is vital to formal learning, it remains unexplored on how self-regulated learning skills may relate to nonformal and informal learning. Using a quantitative research design combining inferential and descriptive statistic methodology, this paper aims at examining the effects of self-regulated learning skills on graduate students. The major findings show that learners with high self-regulated learning skills might not necessarily have positive digital lifelong learning, particularly goal setting and time management to nonformal and informal learning.More specifically, participants had the highest self-regulated learning skill in environment structuring with the average score of 6.07 per item but a lowest self-regulated learning skill in task strategies with the average score of 4.13 per item. It is unavoidable for the agencies, educational institutions, and governments, to prepare digital lifelong learners by making learners more aware of the values and aims of nonformal and informal learning; and by recognizing lifelong learning.