Strategies for Cultivating Self-Regulation Through Formative Assessment in Online Learning Environments
Keywords:
Formative assessment, self-regulation, online learning, feedback, instructional design, qualitative research;, higher educationAbstract
This study aimed to explore and identify effective strategies for cultivating self-regulation through
formative assessment in online learning environments. A qualitative research design was employed,
utilizing semi-structured interviews to gather in-depth insights from 22 participants—including online
instructors, instructional designers, and educational technology experts—from various higher education
institutions in Tehran, Iran. Participants were selected purposively based on their experience with
formative assessment in online teaching. Data collection continued until theoretical saturation was
achieved. All interviews were audio-recorded, transcribed verbatim, and analyzed thematically using
NVivo software to systematically identify recurring themes, subthemes, and concepts related to
formative assessment and self-regulation. Three main themes emerged from the data: (1) formative
assessment practices, (2) promotion of self-regulated learning, and (3) instructor roles and pedagogical
beliefs. Key subcategories included goal clarification, timely and personalized feedback, scaffolded selfassessment tools, peer-assisted formative activities, time management facilitation, metacognitive
prompting, motivational supports, and the use of learning analytics. Participants emphasized that
transparent objectives, frequent individualized feedback, digital planners, and supportive instructor
presence were central to fostering self-regulation. The findings highlighted the importance of intentional
pedagogical design, active instructor engagement, and the integration of technology to scaffold each
phase of the self-regulation process in online contexts. Formative assessment, when intentionally
designed and supported by proactive instructional strategies, plays a pivotal role in cultivating selfregulation among online learners. The integration of clear objectives, personalized feedback,
metacognitive supports, and a supportive online climate enhances learner autonomy, motivation, and
academic success. These insights have significant implications for educators, instructional designers,
and policymakers seeking to optimize formative assessment and self-regulated learning in digital
education environments
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