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A quantitative, quasi-experimental, pretest-posttest research design was used for this study with nonequivalent control groups, and multivariate analysis of covariance (MANCOVA) and follow up analyses of covariances (ANCOVA) were used to analyze the data. MANCOVA results revealed a statistically significant difference between groups. Follow-up ANCOVAs revealed differences between the posttest scores of the traditional FSS class and the high-impact FSS class on the measurements for self-directed learning and self-regulated learning.<\/jats:p>","DOI":"10.1186\/s40561-021-00151-0","type":"journal-article","created":{"date-parts":[[2021,5,7]],"date-time":"2021-05-07T03:03:10Z","timestamp":1620356590000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":51,"title":["A high-impact practice for online students: the use of a first-semester seminar course to promote self-regulation, self-direction, online learning self-efficacy"],"prefix":"10.1186","volume":"8","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-8949-5895","authenticated-orcid":false,"given":"Jacqueline S.","family":"Stephen","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Amanda J.","family":"Rockinson-Szapkiw","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2021,5,7]]},"reference":[{"key":"151_CR1","doi-asserted-by":"publisher","first-page":"34","DOI":"10.1016\/j.iheduc.2019.01.001","volume":"41","author":"M Abdous","year":"2019","unstructured":"Abdous, M. 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