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 languageEnglish
Pages (from-to)1-7
Number of pages7
JournalLearning and Individual Differences
Volume73
DOIs
Publication statusPublished - Jul 2019

Keywords

  • Motivated Strategies for Learning Questionnaire (MSLQ)
  • Management of time and effort
  • Complex cognitive strategy use
  • Contact with others
  • The ALOUD study

Cite this

@article{0b84a1b80e4d4ac281c13a97833a5657,
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.",
keywords = "Motivated Strategies for Learning Questionnaire (MSLQ), Management of time and effort, Complex cognitive strategy use, Contact with others, The ALOUD study",
author = "Joyce Neroni and Celeste Meijs and Gijselaers, {Hieronymus J. M.} and Kirschner, {Paul A.} and {de Groot}, {Renate H. M.}",
year = "2019",
month = "7",
doi = "10.1016/j.lindif.2019.04.007",
language = "English",
volume = "73",
pages = "1--7",
journal = "Learning and Individual Differences",
issn = "1041-6080",
publisher = "Pergamon Press Ltd.",

}

Learning strategies and academic performance in distance education. / Neroni, Joyce; Meijs, Celeste; Gijselaers, Hieronymus J. M.; Kirschner, Paul A.; de Groot, Renate H. M.

In: Learning and Individual Differences, Vol. 73, 07.2019, p. 1-7.

Research output: Contribution to journalArticleAcademicpeer-review

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T1 - Learning strategies and academic performance in distance education

AU - Neroni, Joyce

AU - Meijs, Celeste

AU - Gijselaers, Hieronymus J. M.

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AU - de Groot, Renate H. M.

PY - 2019/7

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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 - Motivated Strategies for Learning Questionnaire (MSLQ)

KW - Management of time and effort

KW - Complex cognitive strategy use

KW - Contact with others

KW - The ALOUD study

U2 - 10.1016/j.lindif.2019.04.007

DO - 10.1016/j.lindif.2019.04.007

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