Inan F.Yukselturk E.Kurucay M.Flores R.2020-06-252020-06-25201715372456https://hdl.handle.net/20.500.12587/2554The 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.eninfo:eu-repo/semantics/closedAccessArticle16123322-s2.0-85038364334Q3