Purpose: This study aims to investigate the online self-regulated learning skills of students and its relationship to their academic achievement in the context of Open and Distance Learning (ODL).
Design/methodology/approach: A survey was conducted among 79 ODL students in Trece Martires City district using a two-part questionnaire. The Online Self-Regulated Learning Questionnaire (OLSQ) developed by Barnard-Brak, Paton, & Lan (2010) was utilized to measure students' level of self-regulated learning skills. Students' academic achievement was assessed using their grade point average.
Findings: The results indicate that students generally possess effective self-regulated learning skills in the online learning environment. Additionally, the findings demonstrate that students have a high level of academic achievement. A significant moderate positive relationship was observed between students' self-regulated learning skills and their academic achievement.
Research limitations/implications: Despite the impending resumption of face-to-face classes, the researchers recommend enhancing students' online self-regulated learning skills. This skill remains crucial for success in online distance learning, which may still be a viable modality during future educational crises.
Originality/value: This study highlights the significance of self-regulated learning skills in the online learning context. Developing and optimizing these skills are essential for students to thrive in ODL, which has become an important mode of education, particularly during challenging times.
Keywords: Online self-regulated learning skills, academic achievement, Open and Distance Learning (ODL), Trece Martires City district.
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6 сен 2024
