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

By Richard Lynch, Myron H. Dembo. 2004

407 citations recorded by the source corpus.

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

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

View Paper: https://www.semanticscholar.org/paper/1d1c77b95becba76ceb1cc5558f6699c5381ad42

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

In Sociology and Political Science

Citations in the corpus

Development and Initial Validation of the Online Learning Value and Self-Efficacy Scale (2008, background): “Other authors (see, for example, Lynch & Dembo, 2004; Miltiadou & Savenye, 2003) have developed similar online technology self-efficacy scales, but again, these instruments were aimed at assessing efficacy for a slightly different domain of functioning (i.e., Web-based learning environments that…”
Blended learning effectiveness: the relationship between student characteristics, design features and outcomes (2017, background): “Learners need to seek helpful assistance from peers and teachers through chats, email and face-to-face meetings for effectiveness (Lynch & Dembo, 2004).”
Motivational beliefs and perceptions of instructional quality: predicting satisfaction with online training (2007, background): “…(Joo, Bong, & Choi 2000; Artino & Stephens 2006); increased satisfaction and greater likelihood of enrolling in future online courses (Lim 2001; Artino 2007); and superior academic performance (Hsu 1997; Joo et al. 2000; Lee 2002; Wang & Newlin 2002; Lynch & Dembo 2004; Bell & Akroyd 2006).”
The Impact of Blended Learning Model on Student Attitudes towards Geography Course and Their Critical Thinking Dispositions and Levels (2009, background): “In their study, Lynch and Dembo (2004) also stressed the importance of internal control and argued that critical thinking skills and cognitive and metacognitive learning strategies might be useful in improving internal control in students; and online learning environments could also make crucial…”
Measuring self-regulation in online and blended learning environments (2009, background): “More recently, Lynch and Dembo (2004) examined the relationship between self-regulation and online learning in a blended learning context.”
Procrastination in a distance university setting (2012, background): “By its very nature (i.e., autonomous learning environment), distance learning places a high demand on students’ self-regulation (Bothma & Monteith, 2004; Deimann & Bastiaens, 2010; Garrison, 2003; Lynch & Dembo, 2004).”
The impact of a flipped classroom design on learning performance in higher education: Looking for the best "blend" of lectures and guiding questions with feedback (2017, background): “In a BL environment, Lynch & Dembo (2004) report that SE is significantly related to student performance.”
The Relationship between English Language Learner Characteristics and Online Self-regulation: A Structural Equation Modeling Approach (2020, background): “The self-regulated learning is a cyclic process in which students make plans for a specific language learning task, monitor their performance in a timely manner, and finally summarize and reflect on their outcome [20,21].”
Asynchronous Discussions and Assessment in Online Learning (2007, background): “Learner autonomy is “not a monolithic construct... it is comprised of a number of self-regulatory learning attributes that together contribute to learner autonomy in online learning contexts” (Lynch & Dembo, 2004, p. 22).”