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dc.contributor.authorGeduld, Bernadette
dc.date.accessioned2017-05-15T12:32:22Z
dc.date.available2017-05-15T12:32:22Z
dc.date.issued2016
dc.identifier.citationGeduld, B.W. 2016. Exploring differences between self-regulated learning strategies of high and low achievers in open distance learning. Africa Education Review, 13(1):165-182. [http://dx.doi.org/10.1080/18146627.2016.1182739]
dc.identifier.issn1814-6627
dc.identifier.issn1753-5921 (Online)
dc.identifier.urihttp://hdl.handle.net/10394/24085
dc.identifier.urihttp://dx.doi.org/10.1080/18146627.2016.1182739
dc.description.abstractOpen distance students differ in their preparedness for higher education studies. Students who are less self-regulated risk failure and drop out in the challenging milieu of open distance learning. In this study, the differences between the application of self-regulated learning strategies by low and high achievers were explored. A multi-method research design was applied. Quantitative data were statistically analysed by factor analysis (n = 246) and effect sizes. Medium to small effect sizes were found in quantitative data. Qualitative data were collected by means of semi-structured interviews. Low achievers rated their self-regulatory behaviour higher than high achievers, yet qualitative data revealed that high achievers are more self-regulated. The value of this research lies in the identification of low achievers' use of self-regulated learning, and recognising the need to create awareness of the self-regulated learning skills necessary to support these students.
dc.language.isoen
dc.publisherTaylor & Francis
dc.subjectOpen Distance Learning
dc.subjectself-regulation
dc.subjectself-directed
dc.subjectachievers
dc.subjectmetacognition
dc.titleExploring differences between self-regulated learning strategies of high and low achievers in open distance learning
dc.typeArticle
dc.contributor.researchID13267752 - Geduld, Bernadette Winefrede


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