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The Impact of Self-Regulation Strategies on Student Success and Satisfaction in an Online Course
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, Texas Tech University, United States ; , Kirikkale University, Turkey ; , Bulent Ecevit University, Turkey ; , Texas Tech University, United States

International Journal on E-Learning, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

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Abstract

The purpose of this study was to examine whether students’ self-regulation skills impact their success and satisfaction in an online learning environment. Data was collected from one hundred and fifty-five students taking an online introductory programming course offered as a part of certification curriculum in a public university in Turkey. The Online Self-regulation and Learning Questionnaire was used to gather learners’ skills in four main sub-components of self-regulation namely planning, help seeking, time management, and self-evaluation. The results indicated that self-regulation, specifically planning, as an important factor for explaining student success and satisfaction in an online course.

Citation

Inan, F., Yukselturk, E., Kurucay, M. & Flores, R. (2017). The Impact of Self-Regulation Strategies on Student Success and Satisfaction in an Online Course. International Journal on E-Learning, 16(1), 23-32. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 14, 2024 from .

© 2017 Association for the Advancement of Computing in Education (AACE)

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