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

By Jaclyn Broadbent. Internet and Higher Education, 2017

612 citations recorded by the source corpus.

Abstract 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.

Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/0f5c2aa0a69c0b54f23a8be79fd3aa17eeb385f6

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In Developmental and Educational Psychology

In Education

In Sociology and Political Science

Citations in the corpus

A systematic review of research on online teaching and learning from 2009 to 2018 (2020, background): “…(Artino & Stephens, 2009), have academic self-efficacy (Cho & Shen, 2013), have grit and intention to succeed (Wang & Baker, 2018), have time management and elaboration strategies (Broadbent, 2017), set goals and revisit course content (Kizilcec et al., 2017), and persist (Glazer & Murphy, 2015).”
Challenges in the online component of blended learning: A systematic review (2020, background): “Several studies have reported the problems that students e.g. (Broadbent, 2017; Prasad, Maag, Redestowicz, & Hoe, 2018), teachers e.g. (Cuesta Medina, 2018; Ocak, 2011) and educational institutions e.g. (Cuesta Medina, 2018) encounter with the online component of blended learning.”
Artificial Intelligence for Assessment and Feedback to Enhance Student Success in Higher Education (2022, background): “[59] Support learner’s motivation and interest in learning, support self-regulated learning 12 Demir [126] Promotes students’ interest in learning process; improves learner performance and self-reliance 13 Broadbent [127] Supports self-regulated learning which directly increases students’ academic g”
Adopting HyFlex in higher education in response to COVID-19: students’ perspectives (2021, background): “Both fully and partly online modes of learning have advantages (Broadbent, 2017).”