Exploring Differences between Self-Regulated Learning Strategies of High and Low Achievers in Open Distance Learning

Autor/in	Geduld, Bernadette
Titel	Exploring Differences between Self-Regulated Learning Strategies of High and Low Achievers in Open Distance Learning
Quelle	In: Africa Education Review, 13 (2016) 1, S.164-181 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2016.1182739
Schlagwörter	Independent Study; Learning Strategies; High Achievement; Low Achievement; Differences; Comparative Analysis; Open Education; Distance Education; Mixed Methods Research; Factor Analysis; Effect Size; Semi Structured Interviews; Self Evaluation (Individuals); Metacognition; Foreign Countries; Questionnaires; Learning Motivation; Expectation; Statistical Analysis; Peer Relationship; Social Support Groups; South Africa; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Selbststudium; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Unterdurchschnittliche Leistung; Unterscheiden; Offene Erziehung; Offener Unterricht; Distance study; Distance learning; Fernunterricht; Faktorenanalyse; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Fragebogen; Motivation for studies; Lernmotivation; Expectancy; Erwartung; Statistische Analyse; Peer-Beziehungen; Social support; Soziale Unterstützung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Open distance students differ in their preparedness for higher education studies. Students who are less self-regulated risk failure and drop out in the challenging milieu of open distance learning. In this study, the differences between the application of self-regulated learning strategies by low and high achievers were explored. A multi-method research design was applied. Quantitative data were statistically analysed by factor analysis (n = 246) and effect sizes. Medium to small effect sizes were found in quantitative data. Qualitative data were collected by means of semi-structured interviews. Low achievers rated their self-regulatory behaviour higher than high achievers, yet qualitative data revealed that high achievers are more self-regulated. The value of this research lies in the identification of low achievers' use of self-regulated learning, and recognising the need to create awareness of the self-regulated learning skills necessary to support these students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01