Abstract
<P class=abstract>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.</P> <P><B>Keywords:</B> self-regulated learning, blended learning, online learning</P>
Highlights
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
Goal orientation refers to the reasons why a learner engages in a learning task
The course consisted of eight sections, three of which employed online learning
Summary
The purpose of this research was to investigate whether they are significant predictors of academic success in a blended learning context
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