Study practices and attitudes related to academic success in a distance learning programme

Bernt, Frank M.; Bugbee, Alan C.

doi:10.1080/0158791930140108

Cited by 51 publications

(31 citation statements)

References 23 publications

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“…In literature, age (Lee & Choi, 2011), gender (Duckworth & Seligman, 2006), and intended study hours (Bernt & Bugbee, 1993) were found to be related to academic performance. For this reason, these variables were investigated as possible confounders.…”

Section: Measurementsmentioning

confidence: 99%

Goal Orientation and Academic Performance in Adult Distance Education

Neroni

Meijs

Leontjevas

et al. 2018

IRRODL

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Research has shown the importance of goal orientation in predicting academic performance for children, adolescents, and college students in traditional educational settings. Studies on this relationship within adult distance education, however, are lacking. To fill this gap, the present study was conducted to investigate the relationship between goal orientation and academic performance in adult distance learners. A sample of N = 1128 distance university students (age 18-75 years) filled out an online questionnaire. Their exam grades were collected from the files of the Open University of the Netherlands (OUNL). A mixed model regression showed performance approach goal orientation to be a positive predictor of academic performance, whereas performance avoidance and work avoidance were negative predictors of academic performance. Non-significant results were found for mastery approach as well as for mastery avoidance. Implications of these results are discussed.

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Section: Measurementsmentioning

confidence: 99%

Goal Orientation and Academic Performance in Adult Distance Education

Neroni

Meijs

Leontjevas

et al. 2018

IRRODL

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show abstract

“…Numerous studies show that distance learners who complete their courses with above average grades have good self-management and interaction skills, greater prior experience of successful learning and a higher level of readiness for self-directed study (Coggins 1988;Dille and Mezack 1991;Garrison 1993;Bernt and Bugbee 1993;Golladay et al 2000;Powell 2000;Li 2002;Schrum and Hong 2002;Williams 2003;Johnstone and Connick 2005;Moore and Kearsley 2005;Deka and McMurry 2006;Kerr et al 2006;Dabbagh 2007). Coggins (1988), Dille and Mezack (1991) and Bernt and Bugbee (1993) concur that learning readiness, prior educational experience, locus of control and appropriate learning strategies positively correlate with success.…”

Section: Introductionmentioning

confidence: 99%

The distance learner competencies: a three-phased empirical approach

Hong

Jung

2010

Education Tech Research Dev

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This study identifies a set of competencies displayed in the successful distance learner. It employed a three-phased approach. Phase I, conducted to develop an initial list of competencies, comprised Behavioral Event Interviews with nine successful distance learners. In Phase II, these competencies were reviewed, elaborated and categorized by seven distance education experts by means of semi-structured interviews. A list of 15 competencies in 5 clusters was then developed and in Phase III, these competencies and clusters were verified quantitatively by surveying 197 successful distance learners. The results reveal that all of these 15 competencies are critically important to, and commonly displayed by, successful distance learners and that of these, management skills is the most important. The findings and their implications are examined and the paper concludes with suggestions for further research into learner competencies.

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“…• Expected average of number of study hours/week to be invested was measured as more time invested is likely to lead to better results (Bernt & Bugbee, 1993). This was reported in hours by the participants.…”

Section: Online Appendixmentioning

confidence: 99%

Chronotype, sleep quality and sleep duration in adult distance education: Not related to study progress

Gijselaers

Kirschner

Groot

2015

Learning and Individual Differences

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Research in traditional education shows chronotype, sleep duration and sleep quality to be related to learning performance. Research in adult students participating in distance education (DE) is scarce. This study aims to provide knowledge on these relationships in this educational setting. In an observational longitudinal study, chronotype, sleep duration (i.e., for work and free days separately) and sleep quality of 894 students were analyzed in a multiple regression analyses. Students provided information on sleep-related measures and important covariates at the start of their study and study progress was evaluated after 14 months (i.e., the number of successfully completed modules). In line with previous research, chronotype did not predict study progress. Further, sleep duration did not predict study progress, neither as a linear nor as a polynomial term.Third, sleep quality did not predict study progress. Concluding, these results are in line with previous research that DE provides a solution to the asynchrony problem. Findings regarding sleep duration and sleep quality are new and unexpected, asking for attention and further research. Despite the study's observational nature, findings suggest that students participating in DE may benefit from this type of education as the asynchrony problem appears not to apply here, as students can choose their own study schedule.

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Study practices and attitudes related to academic success in a distance learning programme

Cited by 51 publications

References 23 publications

Goal Orientation and Academic Performance in Adult Distance Education

Goal Orientation and Academic Performance in Adult Distance Education

The distance learner competencies: a three-phased empirical approach

Chronotype, sleep quality and sleep duration in adult distance education: Not related to study progress

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