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22st Annual OLC International Conference
November 16-18, 2016 | Orlando, Florida | Walt Disney World Swan/Dolphin Resort

OLC Innovate 2016 - Innovations in Blended and Online Learning
April 20-22, 2016 | New Orleans, LA | Sheraton New Orleans Hotel

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

Hind Alfadda (The Saudi Elctronic University, Saudi Arabia)
Session Information
July 8, 2014 - 5:30pm
Faculty Development & Student Support
Major Emphasis of Presentation: 
Research and Evaluation
Institutional Level: 
Community Colleges
Audience Level: 
Session Type: 
Electronic Poster
Plaza Foyer
Session Duration: 
60 Minutes
Electronic Poster Session

This study reviewed self-regulation literatures, and a university experiment to identify learner self-regulation skills predictive of academic success in a blended education context.

Extended Abstract

This study reviewed the distance education and self-regulation literatures to identify learner self-regulation skills predictive for academic success in a blended education context. Subscales from the Motivated strategies for Learning Questionnaire ( MSLQ)were selected , in which five self-regulatory elements 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. Data were collected from 70 students in a blended undergraduate English language course at the Saudi electronic university in Riyadh , Saudi Arabia . Results showed that verbal ability and self-efficacy related to performance , together explaining 12 percent of the variance in course grades . Self-efficacy for learning and performance alone scored 7 percent of the variance.