Learning strategies and academic performance in distance education

Joyce Neroni; Celeste Meijs; Hieronymus J. M. Gijselaers; Paul A. Kirschner; Renate H. M. de Groot

doi:10.1016/j.lindif.2019.04.007

Learning strategies and academic performance in distance education

Joyce Neroni^*, Celeste Meijs, Hieronymus J. M. Gijselaers, Paul A. Kirschner, Renate H. M. de Groot

^*Corresponding author for this work

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Abstract

The role of learning strategies in gaining academic success has been widely investigated for campus-based college students. Within distance education (DE) students, however, research on this relationship is limited, while this group of learners is growing. The present study was designed to investigate the relationship between learning strategies and academic performance in DE students. Participants were 758 students (age 19–71 years) at a distance education university in the Netherlands. An online questionnaire was used to determine learning strategies and exam grades were obtained from the university exam database to determine academic performance. Mixed model analyses showed that management of time and effort, as well as complex cognitive strategy-use were positive predictors of academic performance, whereas contact with others was a negative predictor of academic performance. Explanations for these results as well as their implications are discussed.

Original language	English
Pages (from-to)	1-7
Number of pages	7
Journal	Learning and Individual Differences
Volume	73
DOIs	https://doi.org/10.1016/j.lindif.2019.04.007
Publication status	Published - Jul 2019

Keywords

ACHIEVEMENT
ADULT
Complex cognitive strategy use
Contact with others
GENDER
HELP-SEEKING TENDENCIES
MATURE
MOTIVATED STRATEGIES
Management of time and effort
Motivated Strategies for Learning Questionnaire (MSLQ)
RELIABILITY
STUDENTS
The ALOUD study
VALIDITY

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title = "Learning strategies and academic performance in distance education",

abstract = "The role of learning strategies in gaining academic success has been widely investigated for campus-based college students. Within distance education (DE) students, however, research on this relationship is limited, while this group of learners is growing. The present study was designed to investigate the relationship between learning strategies and academic performance in DE students. Participants were 758 students (age 19–71 years) at a distance education university in the Netherlands. An online questionnaire was used to determine learning strategies and exam grades were obtained from the university exam database to determine academic performance. Mixed model analyses showed that management of time and effort, as well as complex cognitive strategy-use were positive predictors of academic performance, whereas contact with others was a negative predictor of academic performance. Explanations for these results as well as their implications are discussed.",

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author = "Joyce Neroni and Celeste Meijs and Gijselaers, {Hieronymus J. M.} and Kirschner, {Paul A.} and {de Groot}, {Renate H. M.}",

year = "2019",

month = jul,

doi = "10.1016/j.lindif.2019.04.007",

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volume = "73",

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journal = "Learning and Individual Differences",

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AU - Neroni, Joyce

AU - Meijs, Celeste

AU - Gijselaers, Hieronymus J. M.

AU - Kirschner, Paul A.

AU - de Groot, Renate H. M.

PY - 2019/7

Y1 - 2019/7

N2 - The role of learning strategies in gaining academic success has been widely investigated for campus-based college students. Within distance education (DE) students, however, research on this relationship is limited, while this group of learners is growing. The present study was designed to investigate the relationship between learning strategies and academic performance in DE students. Participants were 758 students (age 19–71 years) at a distance education university in the Netherlands. An online questionnaire was used to determine learning strategies and exam grades were obtained from the university exam database to determine academic performance. Mixed model analyses showed that management of time and effort, as well as complex cognitive strategy-use were positive predictors of academic performance, whereas contact with others was a negative predictor of academic performance. Explanations for these results as well as their implications are discussed.

AB - The role of learning strategies in gaining academic success has been widely investigated for campus-based college students. Within distance education (DE) students, however, research on this relationship is limited, while this group of learners is growing. The present study was designed to investigate the relationship between learning strategies and academic performance in DE students. Participants were 758 students (age 19–71 years) at a distance education university in the Netherlands. An online questionnaire was used to determine learning strategies and exam grades were obtained from the university exam database to determine academic performance. Mixed model analyses showed that management of time and effort, as well as complex cognitive strategy-use were positive predictors of academic performance, whereas contact with others was a negative predictor of academic performance. Explanations for these results as well as their implications are discussed.

KW - ACHIEVEMENT

KW - ADULT

KW - Complex cognitive strategy use

KW - Contact with others

KW - GENDER

KW - HELP-SEEKING TENDENCIES

KW - MATURE

KW - MOTIVATED STRATEGIES

KW - Management of time and effort

KW - Motivated Strategies for Learning Questionnaire (MSLQ)

KW - RELIABILITY

KW - STUDENTS

KW - The ALOUD study

KW - VALIDITY

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DO - 10.1016/j.lindif.2019.04.007

M3 - Article

SN - 1041-6080

VL - 73

SP - 1

EP - 7

JO - Learning and Individual Differences

JF - Learning and Individual Differences

ER -

Learning strategies and academic performance in distance education

Abstract

Keywords

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