Self-regulated learning as a prerequisite for successful distance learning

Abstract

The relationship between the application of self-regulated learning strategies and the academic achievement of tertiary distance learners from a rural area is explored. The literature review indicated a positive relationship between self-regulation, application of learning strategies and academic achievement. The study focused on investigating the differences in the application of self-regulated learning strategies by a group of successful and non-successful distance learners (n=143). An ex post facto design was used and data were statistically analysed by means of factor analyses and multiple regression analyses. It is argued that distance learners, who are successful in their endeavours to complete an academic module, apply more and/or different self-regulated learning strategies than non-successful learners. South African Journal of Education Vol.24(2) 2004: 141-147