Viewing Barriers and Enablers in Online Physics Through a Self-Regulation Lens

Distance education offers a unique asynchronous approach to instruction, creating opportunities for non-traditional students to pursue a post-secondary degree. However, it presents the challenge of translating extensive course content into an engaging and digestible online format. Through the analysis of semi-structured interviews with physics students from a large southwestern R1 university, we gained insight on learning activities and student engagement in an online asynchronous introductory physics course. We will present recommendations for improving the accessibility of future physics classes based on our analysis of the perceived barriers and enablers to success as well as the reported utilization of self-regulated learning strategies in the course.