Predictors for Student Success in an Online Course

By Erman Yükseltürk, Safure Bulut. J. Educ. Technol. Soc., 2007

495 citations recorded by the source corpus.

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Citations in the corpus

A review of predictive factors of student success in and satisfaction with online learning (2015, background): “What emerged following this narrative synthesis was a profile of the successful online student: one who demonstrates greater EI, that is, self-awareness of needs, adequate management of feelings (Berenson, Boyles, and Weaver 2008), self-regulation skills, self-discipline, time management, organisati”
Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent (2011, methodology): “Self-Determination Theory (SDT) As suggested by Miltiadou and Savenye (2003), studies of motivation in online learning environments have adopted various frameworks to underpin their research (e.g., Artino, 2008; Shroff et al., 2007; Yukselturk & Bulut, 2007).”
Student Academic Performance: The Role of Motivation, Strategies, and Perceived Factors Hindering Liberian Junior and Senior High School Students Learning (2017, background): “The general expectancy-value model of motivation characterizes motivation into three components: value components that include goal orientation and task value; expectancy components that include self-efficacy and control beliefs; and the effective construct of test anxiety [18], all of which are con”
The contribution of cognitive and metacognitive strategy use to students' science achievement (2010, background): “Yukselturk and Bulut (2007), however, failed to find a significant gender effect on Turkish students’ success in an online course, and the authors claimed that impacts of personal characteristics such as age, gender, and learning style on student accomplishment are uncertain.”
Examining the relationship between English language learners’ online self-regulation and their self-efficacy (2017, unknown): “Although both self-regulation and self-efficacy are crucial forces affecting learning (Anam & Stracke, 2016; Barnard et al., 2009; Yukselturk & Bulut, 2007), the interplay between these two constructs has not been fully explored in online learning settings.”
The Effects of Age and Gender on Student Achievement in Face-To-Face and Online College Algebra Classes. (2015, background): “The finding of this research supports Daymont and Blau (2011); Yukselturk and Bulut (2007), and Tekinarslan (2011), which indicated that gender was not a factor for predicting online student achievement.”
Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course (2015, background): “Many SRL researchers have examined how motivational variables predict the use of learning strategies (Pintrich, 1989, 1999) or how motivation and learning strategies are related to student achievement (Vrugt & Oort, 2008; Yukselturk & Bulut, 2007; Zimmerman & Martinez-Pons, 1988).”
Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands (2020, result): “Although some studies find gender differences (Yukselturk and Bulut 2009; 2007), findings remain inconclusive (Bidjerano 2005).”
Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning (2013, background): “In addition, motivations and the use of self-regulated strategies have been positively associated with students ’ performance in and satisfaction with online courses (Artino, 2009; Artino & McCoach, 2008; Paechter et al., 2010; Puzziferro, 2008; Yukselturk & Bulut, 2007).”
Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation (2020, background): “Personalized course design and SDT recommendations Studies have shown the importance of students’ motivation in online learning environments (Lim & Kim, 2002; Park & Choi, 2009; Yukselturk & Bulut, 2007).”