International Review of Research in Open and Distributed Learning (Aug 2004)

The Relationship Between Self-Regulation and Online Learning in a Blended Learning Context

  • Richard Lynch,
  • Myron Dembo

DOI
https://doi.org/10.19173/irrodl.v5i2.189
Journal volume & issue
Vol. 5, no. 2

Abstract

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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