Learning strategies in different environments: Self-regulated learning in traditional and online courses

Melissa Gebbia; Joanna Alcruz

Learning strategies in different environments: Self-regulated learning in traditional and online courses

Research & Scholarship: Contribution to conference › Presentation

Abstract

Self-regulation of academic efforts directly predicts academic performance. However, students engage in regulation of learning in various degrees depending on the content and context. A mixed-methods study was conducted to investigate the intra-student differences of learning strategies in face-to-face and online courses. The results showed statistically significantly higher scores for motivation and study strategies in the classroom setting. The online environment presented more challenges to students, who seemed less autonomous and independent in their learning.

Original language	American English
State	Published - Jan 1 2021
Event	Eastern Psychological Association 2021 Virtual Conference - Duration: Jan 1 2021 → …

Conference

Conference	Eastern Psychological Association 2021 Virtual Conference
Period	1/1/21 → …

Disciplines

Education
Psychology

Access to Document

https://digitalcommons.molloy.edu/edu_fac/92License: CC BY-NC-ND

Cite this

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title = "Learning strategies in different environments: Self-regulated learning in traditional and online courses",

abstract = " Self-regulation of academic efforts directly predicts academic performance. However, students engage in regulation of learning in various degrees depending on the content and context. A mixed-methods study was conducted to investigate the intra-student differences of learning strategies in face-to-face and online courses. The results showed statistically significantly higher scores for motivation and study strategies in the classroom setting. The online environment presented more challenges to students, who seemed less autonomous and independent in their learning.",

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AU - Alcruz, Joanna

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AB - Self-regulation of academic efforts directly predicts academic performance. However, students engage in regulation of learning in various degrees depending on the content and context. A mixed-methods study was conducted to investigate the intra-student differences of learning strategies in face-to-face and online courses. The results showed statistically significantly higher scores for motivation and study strategies in the classroom setting. The online environment presented more challenges to students, who seemed less autonomous and independent in their learning.

M3 - Presentation

T2 - Eastern Psychological Association 2021 Virtual Conference

Y2 - 1 January 2021

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