The Relationship Between Self-Regulated Learning Strategies and Achievement in Distance Courses: A Meta-Analysis

• In Event: 33.078 - Roundtable Session 11
  In Roundtable Session: 33.078-15 - Online Teaching and Learning SIG Roundtable Session 3

Abstract

The present review is conducted to examine the effects of self-regulated learning strategies on learners’ achievement at higher education distance courses. This review applies consistent inclusion standards when finding out the articles. A total 18 studies were included with a total sample size of 11,750. The results of the meta-analysis indicate that utilizing self-regulated learning strategies produce a positive and modest effect (ES = +0.108) on learner achievement in distance/online courses. Three sub-groups analyses (sample size, year of publication, and research design) were conducted to find the source of variance. Significant differences were found for sample size (small vs. large) and research design (experimental vs. non-experimental) but not for the year of publication (2003 – 2007 and 2008 – 2013).

Authors

• Murat Kurucay, Texas Tech University

• Sevket Ceyhun Cetin, Texas A&M University

• Hansel Burley, Texas Tech University