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Comparing online and blended learner's self-regulated learning strategies and academic performance

journal contribution
posted on 2017-04-01, 00:00 authored by Jaclyn BroadbentJaclyn Broadbent
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.

History

Journal

Internet and higher education

Volume

33

Pagination

24 - 32

Publisher

Elsevier

Location

Amsterdam, The Netherlands

ISSN

1096-7516

eISSN

1873-5525

Language

eng

Publication classification

C Journal article; C1 Refereed article in a scholarly journal

Copyright notice

2017, Elsevier