Abstract:

This study investigates self regulated learning behaviors and their relationship with academic performance in web-based learning experiences. The participants (n=106) participated in humanities and technical course delivered in asynchronous, web-based learning environments. The courses were offered by a community college in the state of Virginia in the United States of America. Data was collected from responses to items on the Motivated Strategies for Learning Questionnaire (MSLQ). Data analyses included factor analysis, multivariate analysis of variance and regression analysis. A significant relationship was found to exist between time and study environment management (p = .0009) and academic performance in web-based learning environments. Time and study environment management was one of the predictors explaining 21 percent of the variance in the academic success rating formula created as a result of this study.

Keywords:

Self regulated learning, web-based environments, social cognition.