The Relationship Between Self-Regulation and Online Learning in a Blended Learning Context
This study reviewed the distance education and self-regulation literatures to identify learner self-regulation skills predictive of academic success in a blended education context. Five self-regulatory attributes were judged likely to be predictive of academic performance: intrinsic goal orientation...
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| Auteurs principaux: | , |
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| Format: | article |
| Langue: | EN |
| Publié: |
Athabasca University Press
2004
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| Accès en ligne: | https://doaj.org/article/78dd0fd6ac6d42be88e158a1aa4a1e8b |
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| Résumé: | This study reviewed the distance education and self-regulation literatures to identify learner self-regulation skills predictive of academic success in a blended education context. Five self-regulatory attributes were judged likely to be predictive of academic performance: intrinsic goal orientation, self-efficacy for learning and performance, time and study environment management, help seeking, and Internet self-efficacy. Verbal ability was used as a control measure. Performance was operationalized as final course grades. Data were collected from 94 students in a blended undergraduate marketing course at a west coast American research university (tier one). Regression analysis revealed that verbal ability and self-efficacy related significantly to performance, together explaining 12 percent of the variance in course grades. Self-efficacy for learning and performance alone accounted for 7 percent of the variance.
Keywords: self-regulated learning, blended learning, online learning |
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