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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Autores principales:	Richard Lynch, Myron Dembo
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2004
Materias:	Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/78dd0fd6ac6d42be88e158a1aa4a1e8b
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spelling	oai:doaj.org-article:78dd0fd6ac6d42be88e158a1aa4a1e8b2021-12-02T19:26:01ZThe Relationship Between Self-Regulation and Online Learning in a Blended Learning Context10.19173/irrodl.v5i2.1891492-3831https://doaj.org/article/78dd0fd6ac6d42be88e158a1aa4a1e8b2004-08-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/189https://doaj.org/toc/1492-3831This 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 learningRichard LynchMyron DemboAthabasca University PressarticleSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 5, Iss 2 (2004)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691
spellingShingle	Special aspects of education LC8-6691 Richard Lynch Myron Dembo The Relationship Between Self-Regulation and Online Learning in a Blended Learning Context
description	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
format	article
author	Richard Lynch Myron Dembo
author_facet	Richard Lynch Myron Dembo
author_sort	Richard Lynch
title	The Relationship Between Self-Regulation and Online Learning in a Blended Learning Context
title_short	The Relationship Between Self-Regulation and Online Learning in a Blended Learning Context
title_full	The Relationship Between Self-Regulation and Online Learning in a Blended Learning Context
title_fullStr	The Relationship Between Self-Regulation and Online Learning in a Blended Learning Context
title_full_unstemmed	The Relationship Between Self-Regulation and Online Learning in a Blended Learning Context
title_sort	relationship between self-regulation and online learning in a blended learning context
publisher	Athabasca University Press
publishDate	2004
url	https://doaj.org/article/78dd0fd6ac6d42be88e158a1aa4a1e8b
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The Relationship Between Self-Regulation and Online Learning in a Blended Learning Context

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