This qualitative case study examines the help seeking behaviors of 28 undergraduate students. This research identifies: the type of help they seek, from whom they seek help, and when they seek help. This research also investigates: the relationship between self-esteem and help seeking in an online environment and the use of self-regulated learning strategies in an online learning environment.
This research utilizes grounded theory as its theoretical framework. To investigate help seeking in an online environment, this study employed questionnaires, standardized tests, weekly journals, interviews, and focus groups.
In terms of type of help sought, students in an online course seek executive help rather than instrumental help. It was also discovered that the majority of the students get frustrated with their inability to solve problems without help and assume that an online class is easier and less time-consuming. When examining from whom students seek help, the majority of the students appear to seek informal help from their friends, but formal help from their instructor. In terms of when students seek help, the findings suggest they seek help almost immediately.
In investigating the relationship between self-esteem and help seeking in an online environment, the findings reveal that the majority of the students are correct in their self-analysis of their level of self-esteem. It was also discovered that the majority of the students, regardless of their level of self-esteem, are open to seeking help. This inquiry also reveals that students consider self-esteem a multidimensional construct (i.e., academic self-esteem versus social self-esteem).
When examining the use of self-regulated learning strategies in an online learning environment, the findings reveal that only half the students use higher level learning strategies. In addition, this research suggests that the majority of the students use the same learning strategies in the online learning environment as in a face-to-face environment.
In conclusion, future researchers need to: include collaborative activities in online learning to promote instrumental help seeking, take into account the fact that self-esteem is multidimensional, design activities that will lead to deep learning, and inform students of the role adjustments that the online students have to make.