Learning Strategies for Success in a Web-Based Course: A Descriptive Exploration (Report‪)‬

In Web-based distance education courses, individuals are able to participate at their convenience with little to no supervision. The learner control inherent in these courses is usually considered a positive feature to enhance motivation (Reeves, 1993). However, research has shown that learner control is associated with a number of negative outcomes, such as less time spent on task and the use of poor learning strategies (Brown, 2001; Williams, 1993). Another factor, learners' self-regulation, is a powerful predictor for their academic achievement (Ley & Young, 1998; Pintrich & Groot, 1990), and it also has a positive effect on learners' motivation (Kitsantas, Reiser, & Doster, 2003; Lan, 1996; Schunk, 1996; Zimmerman & Kitsantas, 1996). New learning environments, such as Web-based instruction, require proactive and active learning to construct knowledge and skills. Schunk & Zimmerman (1998) mentioned distance education as an area that lends itself well to self-regulation. They claimed that "self-regulation seems critical due to the high degree of student independence deriving from the instructor's physical absence" (p. 231). Therefore, a number of researchers (Keller, 1999; McMahon & Oliver, 2001; Zimmerman, 2000) have proposed utilizing self-regulatory strategies to promote online learners' motivation and understanding. Studies that address the use of self-regulated learning strategies in Web-based courses, however, are limited (Whipp & Chiarelli, 2004). The present study was designed to preliminarily explore learners' use of self-regulated learning strategies in an online environment. THEORETICAL FRAMEWORK