The impact of self-regulation strategies on student success and satisfaction in an online course

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dc.contributor.authorInan F.
dc.contributor.authorYukselturk E.
dc.contributor.authorKurucay M.
dc.contributor.authorFlores R.
dc.date.accessioned2020-06-25T15:17:52Z
dc.date.available2020-06-25T15:17:52Z
dc.date.issued2017
dc.departmentKırıkkale Üniversitesi
dc.description.abstractThe purpose of this study was to examine whether students’ self-regulation skills impact their success and satisfaction in an online learning environment. Data was collected from one hundred and fifty-five students taking an online introductory programming course offered as a part of certification curriculum in a public university in Turkey. The Online Self-regulation and Learning Questionnaire was used to gather learners’ skills in four main sub-components of self-regulation namely planning, help seeking, time management, and self-evaluation. The results indicated that self-regulation, specifically planning, as an important factor for explaining student success and satisfaction in an online course. © 2017, Association for the Advancement of Computing in Education. All rights reserved.en_US
dc.identifier.endpage32en_US
dc.identifier.issn15372456
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85038364334
dc.identifier.scopusqualityQ3
dc.identifier.startpage23en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12587/2554
dc.identifier.volume16en_US
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherAssociation for the Advancement of Computing in Educationen_US
dc.relation.ispartofInternational Journal on E-Learning: Corporate, Government, Healthcare, and Higher Education
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.titleThe impact of self-regulation strategies on student success and satisfaction in an online courseen_US
dc.typeArticle

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