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Comparing online and blended learner's self-regulated learning strategies and academic performance
The existing literature suggests that self-regulated learning (SRL) strategies are relevant to student grade performance in both online and blended contexts, although few, if any, studies have compared them. However, due to challenges unique to each group, the variety of SRL strategies that are implicated, and their effect size for predicting performance may differ across contexts. One hundred and forty online students and 466 blended learning students completed the Motivated Strategies for Learning Questionnaire. The results show that online students utilised SRL strategies more often than blended learning students, with the exception of peer learning and help seeking. Despite some differences in individual predictive value across enrolment status, the key SRL predictors of academic performance were largely equivalent between online and blended learning students. Findings highlight the relative importance of using time management and elaboration strategies, while avoiding rehearsal strategies, in relation to academic subject grade for both study modes.
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Journal
Internet and higher educationVolume
33Pagination
24 - 32Publisher
ElsevierLocation
Amsterdam, The NetherlandsPublisher DOI
ISSN
1096-7516eISSN
1873-5525Language
engPublication classification
C Journal article; C1 Refereed article in a scholarly journalCopyright notice
2017, ElsevierUsage metrics
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