Self-Regulation of Learning and Motivational Strategies in Online and Traditional Classrooms: A Mixed-Methods Approach

• In Event: AERA Virtual Poster Session 9
  In Poster Session: Investigations Into Self-Regulation of Learning and Related Constructs

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 concurrent design study was conducted to investigate the intra-student differences of learning strategies and motivation in face-to-face and online courses.
The results from 15 undergraduate students showed statistically significantly higher scores for motivation (MSLQ) and study strategies (SBC) in the traditional classroom setting. Two themes emerged with low and high engagement strategies, with only a few students engaging in mixed strategies. The online environment presented more challenges to students, who seemed less autonomous and independent in their learning and not able to apply or transfer the skills they typically used in the F2F settings.

Authors

• Melissa Gebbia, Molloy College

• Joanna Alcruz, Molloy College