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... nature of on-line learning and the lack of on-going, interactive support or scaffolding that a physically present instructor typically provides (Azevedo et al. 2008; Dabbagh and Kitsantas 2004). Therefore, the ability to effectively employ self-regulation skills may be even more critical in distance education environments than in traditional classrooms. In essence, distance education entails multiple episodes of on-line learning and multiple opportunities to engage in self-regulated learning. However, many students find it difficult to manage their learning in distance learning environments (Artino and Stephens 2009). To compound this difficulty, instructors may also lack knowledge of or may inadvertently minimize the importance of self-regulated learning skill (Zohar 1999) in academic achievement. Therefore, they may not design or deliver instruction that supports and promotes self-regulation skills in their students. Despite its import, scant attention has been focused on the role of self-regulated learning in the design, delivery, and evaluation of the effectiveness of instruction in distance education environments (Abrami et al. 2011). Abrami and his colleagues call for the application of evidence-bas...

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...sses and techniques.sOnline students who possesssstronger self-regulatory skills, greater motivation, and self-efficacy experience greatersacademic success and satisfaction (Artino, 2007, 2008, 2009; =-=Artino & Stephens, 2009-=-;sHsu & Shiue, 2005; Hu & Gramling, 2009; Tsai, 2009).sTable 1 summarizes the findingssof interest and the authors of the studies.sArtino’s (2007) research involving Navy personnel found that “consist...

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...t success in online learning environments research has focused primarilyson exploring factors that influence student success (Bol & Garner, 2011; Bozarth,s26sChapman, & LaMonica, 2004; Harrell, 2008; =-=Stephens & Artino, 2009-=-; Yukselturk &sBulut, 2007). Researchers found that the factors that influence student success are studentsreadiness (Harrell, 2008), instructional design (Bozarth et al., 2004), time managements(Rope...

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...on the constructs of self-regulated learning and self-efficacy within online settings has been correlational, attempting to relate these constructs to others like motivation and academic achievement (=-=Artino & Stephens, 2009-=-b). However, these motivational constructs have been limited to variables such as self-efficacy and task value, and not other motivational factors such as course satisfaction, intention to continue wi...