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

2004 ◽  
Vol 5 (2) ◽  
Author(s):  
Richard Lynch ◽  
Myron Dembo
Keyword(s):  
Online Learning ◽  
Academic Success ◽  
Blended Learning ◽  
Self Efficacy ◽  
Self Regulation ◽  
Verbal Ability ◽  
Learning Context ◽  
Course Grades ◽  
And Performance ◽  
Learning And Performance

<P class=abstract>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.</P> <P><B>Keywords:</B> self-regulated learning, blended learning, online learning</P>

scholarly journals The Relationship Between Self-Regulations and Online Learning in an ESL Blended Learning Context

2019 ◽  
Vol 12 (6) ◽  
pp. 87
Author(s):  
Hind Al Fadda
Keyword(s):  
Academic Success ◽  
Blended Learning ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Help Seeking ◽  
English Language ◽  
Self Regulation ◽  
Learning Context ◽  
Learning Success ◽  
And Performance

Technology has changed the social landscape and the nature of social interaction. Education has been affected by these changes, as technology has facilitated the creation and Implementation of new educational environments and delivery methods (e.g., distance and blended-learning structures). While the prevalence of such approaches has increased over time, little is known about the learning skills that promote academic success; consequently, the ability of instructors and administrators to implement appropriate methods to foster these skills is hindered. This study examines distance education and focuses on the self-regulation literature to identify skills that can predict ESL learning success in a blended educational environment. Data were collected from 70 students attending a blended English language course. Using subscales from Motivated Strategies for Learning Questionnaire, five Self-regulatory attributes likely to predict academic performance were identified: intrinsic goal orientation, self-efficacy for learning and performance, time and study environment management, help seeking, and Internet self-efficacy.

scholarly journals WHICH MOTIVATIONAL BEHAVIORS IMPACT SUCCESS IN A FOUNDATIONAL ANATOMY COURSE FOR ENTRY DOCTOR OF PHYSICAL THERAPY STUDENTS?

2021 ◽  
Vol 13 (1) ◽  
pp. 9-16
Author(s):  
Philip A. Fabrizio ◽  
Anne M. R. Agur ◽  
Shannon L. Groff
Keyword(s):  
Academic Success ◽  
Physical Therapy ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Clinical Anatomy ◽  
Physical Therapy Students ◽  
Learning Beliefs ◽  
Doctor Of Physical Therapy ◽  
And Performance ◽  
Learning And Performance

Objectives: The motivational behavior of self-efficacy for learning and performance was correlated with academic success in Doctor of Physical Therapy (DPT) students taking clinical anatomy, the first foundational course in the program. Students’ motivation strategies have been reported to be important factors in academic success, however, these strategies have not been investigated in DPT students. Therefore, the purpose of this study was to determine if course grade in clinical anatomy was correlated with the motivation subscales of the Motivated Strategies for Learning Questionnaire (MSLQ). Materials and Methods: The MSLQ was administered to thirty-three first-year DPT students who consented to participate in the study. Correlation (Pearson r zero order) between the subscales and final course grade in clinical anatomy were determined. Results: Self-efficacy for learning and performance was correlated with course grade (r(31) = .44, p < .05), while intrinsic and extrinsic goal orientation, task value, control of learning beliefs, and test anxiety, were poorly correlated. Conclusions: The results of the current study, indicating that self-efficacy for learning and performance is correlated with academic success, could be utilized in DPT programs to broaden admission processes, and aid in the development of remedial curricular and teaching strategies to support students identified with poor self-efficacy for learning and performance.

scholarly journals An Exploration of Factors Influencing Self-Efficacy in Online Learning: A Systematic Review

2018 ◽  
Vol 13 (09) ◽  
pp. 64 ◽  
Author(s):  
Chattavut Peechapol ◽  
Jaitip Na-Songkhla ◽  
Siridej Sujiva ◽  
Arthorn Luangsodsai
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Self Efficacy ◽  
Online Learning Environment ◽  
Narrative Synthesis ◽  
Learning Context ◽  
Data Bases ◽  
Online Data ◽  
Online Learning Environments ◽  
Factors Influencing

This review examines 12 years of research by focusing on the following question: What are the factors that influence self-efficacy in an online learning environment? There has been a plethora of research concerning self-efficacy. However, few works have focused on the sources of self-efficacy in online-learning environments. Systematic searches of numerous online data-bases published between 2005 and 2017, which covered factors influencing self-efficacy in online learning context, resulted in the investigation of 25 studies. The data were extracted, organized and analyzed using a narrative synthesis. Results revealed that various factors improved self-efficacy and provided evidence of significant sources of self-efficacy in the context of online learning. Moreover, the investigation provides guidance for further research in designing online learning environments to enhance the self-efficacy of learners.

scholarly journals The Identification of Key Online Learning Dispositions of College Students Learning in A Blended Learning Course

2020 ◽  
Vol 2 (3) ◽  
pp. 1-11
Author(s):  
Sharon Rolé
Keyword(s):  
College Students ◽  
Online Learning ◽  
Blended Learning ◽  
Epistemological Beliefs ◽  
Tracking System ◽  
Educational Goals ◽  
Online Environment ◽  
Learning Context ◽  
Individual Interviews ◽  
Learning Dispositions

This paper discusses part of a practitioner research case-study which I carried out with a class of thirty-seven college students learning chemistry in a blended learning context. The full two-year study involved a multi-method interpretivist approach using observations, unsolicited meetings, VLE tracking system, students’ reflective journal, online informal discussions, questionnaires, focus groups and individual interviews. The study identified four key student online learning dispositions, i.e., the dispositions of resourcefulness, resilience, reciprocity and responsibility. These dispositions were identified as persona-related enablers for online learning and were found to be crucial for the students to develop a deep approach to learning. They were also instrumental for changes in the students as learners. These included changes in epistemological beliefs, study patterns, study habits and above all, changes in learner roles and learning identities. Notable changes occurred in a group of learners who were initially reluctant to learn from the online environment. This study showed that student learning dispositions may be transferred from one context to another. This includes a transfer of learning dispositions from the online environment to the face-to-face traditional classroom setting. Several educators argue that learning dispositions should be included as educational goals in educational curricula and should serve as practical strategies in creating learning environments. Learning activities should provide students with opportunities to develop and cultivate desirable dispositions for learning.

Self-Regulation and Ability Predictors of Academic Success During College: A Predictive Validity Study

2008 ◽  
Vol 20 (1) ◽  
pp. 42-68 ◽  
Author(s):  
Anastasia Kitsantas ◽  
Adam Winsler ◽  
Faye Huie
Keyword(s):  
Academic Success ◽  
Self Efficacy ◽  
Role Models ◽  
Academic Career ◽  
Sense Of Self ◽  
Self Regulation ◽  
First Year ◽  
First Year Students ◽  
Undergraduate Study ◽  
Upper Level

Knowledge about self-regulation and motivation processes enables students to maximize their college career paths and allows universities to implement better intervention programs to encourage struggling students to persist and complete their educational studies. College administrators and instructors should focus on developing interventions to instill a healthy sense of self-efficacy in students and teach them how to manage their time effectively. Interventions in the form of learning how to learn courses and/or workshops should be designed specifically for first-year students to provide them with helpful adjustment strategies such as setting strategic goals, planning effectively throughout the first year of undergraduate study, and seeking help when needed. Furthermore, instructors of introductory-level classes should provide first-year students with successful peer role models to enhance their self-efficacy beliefs in completing their course requirements. For example, they can make available samples of past projects to their current students, which may allow them to observe successful peers and encourage them to believe that they can succeed. Equipping students with self-regulatory strategies and positive motivational beliefs earlier on in their studies will prepare and sustain their motivation for more demanding, upper level courses as they progress through their academic career.

How Passion in Entrepreneurship Develops Over Time: A Self-Regulation Perspective

2020 ◽  
pp. 104225872092989
Author(s):  
Maike Lex ◽  
Michael M. Gielnik ◽  
Matthias Spitzmuller ◽  
Gabriel H. Jacob ◽  
Michael Frese
Keyword(s):  
Longitudinal Studies ◽  
Self Efficacy ◽  
Self Regulation ◽  
Time Horizons ◽  
Identity Centrality ◽  
Positive Feelings ◽  
And Performance ◽  
Over Time

We adopt a self-regulation perspective to present a model of the development of passion in entrepreneurship. We argue that entrepreneurial self-efficacy and performance influence the two components of passion—positive feelings and identity centrality—over shorter and longer time horizons, respectively. Furthermore, we argue for the recursive effects of passion on entrepreneurial self-efficacy and performance. Three longitudinal studies with measurements over three weeks ( n = 65) and three months ( n = 150 and n = 180) support our hypotheses. We contribute to a theory of passion that integrates the different time horizons over which the components of passion change.

Effects of Chronotypes on Students’ Choice, Participation, and Performance in Online Learning

2017 ◽  
Vol 55 (8) ◽  
pp. 1069-1087 ◽  
Author(s):  
Yi Luo ◽  
Rui Pan ◽  
Jea H. Choi ◽  
Johannes Strobel
Keyword(s):  
Online Learning ◽  
Significant Relationship ◽  
Exploratory Study ◽  
Online Courses ◽  
Biological Clock ◽  
Discussion Board ◽  
Learning Time ◽  
Course Grades ◽  
And Performance ◽  
Blackboard Learn

Introducing a new theoretical framework of chronotypes (inner biological clock), this article presents a study examining students’ choices, participation, and performance in two discussion-heavy online history courses. The study comprised two major parts: a repetition study and an exploratory study. The survey adopted in the repetition study mainly contained questions asking about participants’ preferred time of conducting online learning (a multiple-choice question), why participants choose online learning (7-point Likert scale questions), and questions to identify their chronotypes from the Munich ChronoType Questionnaire. The repetition study confirms the statistically significant relationship among the three factors for choosing online learning: students’ perceived level of control, independence, and satisfaction. A significant correlation is also identified between students’ chronotypes and their preferred online learning time. The second part of the research explored the level of participation and performance of students having different chronotypes. The students’ participation data collected were the timestamps recording each participant’s hits on the Blackboard Learn courses. The performance data were students’ final course grades, discussion board grades, and group wiki grades. The results indicate there is a statistically significant relationship between students’ chronotypes and the time of their activity in online courses. The overall level of participation affects students’ performance in online learning—students who are more active in the learning management system are likely to have higher final course grades. Implications and limitations of the study are discussed.

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