Understanding the Role of Self-Regulated Learning in Academic Success. A Blended Learning Perspective in Vocational Education

Authors

DOI:

https://doi.org/10.24310/ijtei.101.2024.17432

Keywords:

self-regulated learning, Achievement, Vocational college, Blended Learning, Interactivity, Self-efficacy, Satisfaction, Post-secondary education

Abstract

This study aimed to investigate the impact of self-regulated learning (SRL) skills on the academic success of non-commissioned officer (NCO) students within a Special Vocational College (SVC) belonging to the government context. As blended courses become increasingly prevalent, there is a growing interest in understanding the role of SRL, a critical determinant of academic performance. While SRL has garnered substantial attention in higher education, limited research has focused on its relevance within SVCs. Furthermore, little is known about the factors influencing students' SRL levels in online learning settings and their subsequent impact on course performance. Therefore, this study endeavors to identify the factors that influence SVC students' SRL and assess how it impacts success in blended courses. The study was conducted during the Fall semester of 2022-2023, encompassing five distinct compulsory blended courses and involving a total of 203 SVC students. We utilized a path model, expanding upon the framework proposed by Liaw and Huang in 2013, to assess the influence of SRL on academic achievement. The findings demonstrated that students' perceptions of the interactivity in the learning environment (ILE) and their perceived self-efficacy (PSE) had a positive and significant impact on their perceived satisfaction (PS). Additionally, ILE, PSE, and PS significantly influenced the perceived usefulness (PU) of the learning management system (LMS). Furthermore, ILE, PU, and PS emerged as significant predictors of students' SRL skills. However, the observed results did not entirely align with the expected impact on academic success. The study's findings shed light on the complex relationship between course achievement and SRL in blended learning settings, as well as the interrelated factors at play. The practical implications of these findings extend to how LMS administrators can support students in blended courses in becoming more self-regulated learners.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biographies

Harun Cigdem, National Defence University,

National Defence University / Department of Computer Technology

Semiral Oncu, Balikesir University,

Balikesir University, Department of Computer Education and Instructional Technologies

References

Abou Naaj, M., Nachouki, M., & Ankit, A. (2012). Evaluating Student Satisfaction with Blended Learning in a Gender-Segregated Environment. Journal of Information Technology Education Research, 11, 185-200. https://doi.org/10.28945/1692

Adekola, J., Dale, V. H. M., & Gardiner, K. (2017). Development of an institutional framework to guide transitions into enhanced blended learning in higher education. Research in Learning Technology, 25(0), 1-16. https://doi.org/10.25304/rlt.v25.1973

Aghaei Sabet, S. S., Moradi, F., & Soufi, S. (2022). Predicting students’ satisfaction with virtual education based on health-oriented lifestyle behaviors. Innoeduca. International Journal of Technology and Educational Innovation, 8(2), 43–57. https://doi.org/10.24310/innoeduca.2022.v8i2.13079

Akyol, Z., & Garrison, D. R. (2011). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal of Educational Technology, 42(2), 233-250. https://doi.org/10.1111/j.1467-8535.2009.01029.x

Allen, I.E., Seaman, J., & Garrett, R. (2007). Blending In: The extent and Promise of Blended Education in the United States. The Sloan Consortium

Anthonysamy, L., Koo, A.-C., & Hew, S.-H. (2020). Self-regulated learning strategies and non-academic outcomes in higher education blended learning environments: A one decade review. Education and Information Technologies, 25(5), 3677-3704. https://doi.org/10.1007/s10639-020-10134-2

Bandura, A. (1978). Self-efficacy: Toward a unifying theory of behavioral change. Advances in Behaviour Research and Therapy, 1(4), 139-161. https://doi.org/10.1016/0146-6402(78)90002-4

Bandura, A. (2006). Guide for Constructing Self-Efficacy Scales (Revised). In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (v. 5, pp. 307–337). IAP.

Barnard-Brak, L., Paton, V. O., & Lan, W. Y. (2010). Profiles in self-regulated learning in the online learning environment. The International Review of Research in Open and Distributed Learning, 11(1), 61-80. https://doi.org/10.19173/irrodl.v11i1.769

Bidjerano, T., & Dai, D. Y. (2007). The relationship between the big-fve model of personality and self-regulated learning strategies. Learning and Individual Diferences, 17(1), 69–81. https://doi.org/10.1016/j.lindif.2007.02.001

Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, 1-18. https://doi.org/10.1016/j.edurev.2017.06.001

Boelens, R., Voet, M., & De Wever, B. (2018). The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning. Computers & Education, 120, 197-212. https://doi.org/10.1016/j.compedu.2018.02.009

Bolliger, D., & Erichsen, E. (2013). Student Satisfaction with Blended and Online Courses Based on Personality Type. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 39(1), 1-23.

Broadbent, J. (2017). Comparing online and blended learner's self-regulated learning strategies and academic performance. The Internet and Higher Education, 33, 24-32. https://doi.org/10.1016/j.iheduc.2017.01.004

Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1-13. https://doi.org/10.1016/j.iheduc.2015.04.007

Chitra E., Hidayah N., Chandratilake M., & Nadarajah V.D. (2022) Self-Regulated Learning Practice of Undergraduate Students in Health Professions Programs. Frontiers in Medicine, 9, e803069. https://doi.org/10.3389/fmed.2022.803069

Cho, M.-H., & Heron, M. L. (2015). Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course. Distance Education, 36(1), 80-99. https://doi.org/10.1080/01587919.2015.1019963

Cho, M.-H., & Shen, D. (2013). Self-regulation in online learning. Distance Education, 34(3), 290-301. https://doi.org/10.1080/01587919.2013.835770

Chu, R. J., & Chu, A. Z. (2010). Multi-level analysis of peer support, Internet self-efficacy and e-learning outcomes – The contextual effects of collectivism and group potency. Computers & Education, 55(1), 145-154. https://doi.org/10.1016/j.compedu.2009.12.011

Cigdem, H. (2015). How does self-regulation affect computer-programming achievement in a blended context? Contemporary Educational Technology, 6(1), 19-37.

Cigdem, H., & Ozkan, U. B. (2022). Do vocational college students ready for online learning in post-COVID instruction? Journal of Educational Technology and Online Learning, 5(2), 432-442. https://doi.org/10.31681/jetol.1074913

Cigdem, H., & Öztürk, M. (2016). Factors Affecting Students Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School. The International Review of Research in Open and Distributed Learning, 17, 276-295. https://doi.org/10.19173/irrodl.v17i3.2253

Cleary, T. J., Slemp, J., & Pawlo, E. R. (2020). Linking student self-regulated learning profles to achievement and engagement in mathematics. Psychology in the Schools, 58(3), 443–457. https://doi.org/10.1002/pits.22456

Cortina, J. M. (1993). What Is Coefficient Alpha? An Examination of Theory and Applications. Journal of Applied Psychology, 78, 98-104.

Creer, T. L. (2000). Self-management of chronic illness. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 601–629). Academic Press. https://doi.org/10.1016/B978-012109890-2/50047-0

Davis, F., & Davis, F. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008

Debowski, S., Wood, R. E., & Bandura, A. (2001). Impact of guided exploration and enactive exploration on self-regulatory mechanisms and information acquisition through electronic search. J Appl Psychol, 86(6), 1129-1141. https://doi.org/10.1037/0021-9010.86.6.1129

Dent, A. L., & Koenka, A. C. (2016). The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence: A Meta-Analysis. Educational Psychology Review, 28(3), 425-474. https://doi.org/10.1007/s10648-015-9320-8

Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3(3), 231–264. https://doi.org/10.1007/s11409-008-9029-x

Dziuban, C., Hartman, J., & Moskal, P. D. (2004). Blended learning. ECAR Research Bulletin, (7), 1-12.

Dziuban, C., Moskal, P., Thompson, J., Kramer, L., DeCantis, G., & Hermsdorfer, A. (2015). Student Satisfaction with Online Learning: Is it a Psychological Contract? Journal of Asynchronous Learning Network, 19, 1-15. https://doi.org/10.24059/olj.v19i2.496

Eggers, J. H., Oostdam, R., & Voogt, J. (2021). Self-regulation strategies in blended learning environments in higher education: A systematic review. Australasian Journal of Educational Technology, 37(6), 175-192. https://doi.org/10.14742/ajet.6453

Eom, S. B., Wen, H. J., & Ashill, N. (2006). The Determinants of Students' Perceived Learning Outcomes and Satisfaction in University Online Education: An Empirical Investigation*. Decision Sciences Journal of Innovative Education, 4(2), 215-235. https://doi.org/10.1111/j.1540-4609.2006.00114.x

Gardner, J. W. (1963). Self-renewal: The Individual and the Innovative Society. Harper & Row.

Gedik, N., Kiraz, E., & Ozden, M. (2012). The Optimum Blend: Affordances and Challenges of Blended Learning For Students. Turkish Online Journal of Qualitative Inquiry, 12(3), 102-117.

Greene, J. A., Copeland, D. Z., Deekens, V. M., & Yu, S. B. (2018). Beyond knowledge: Examining digital literacy's role in the acquisition of understanding in science. Computers & Education, 117, 141-159. https://doi.org/10.1016/j.compedu.2017.10.003

Han, F., & Ellis, R. A. (2019). Identifying consistent patterns of quality learning discussions in blended learning. The Internet and Higher Education, 40, 12-19. https://doi.org/10.1016/j.iheduc.2018.09.002

Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63-84. https://doi.org/10.1016/j.edurev.2015.11.002

Hood, N., Littlejohn, A., & Milligan, C. (2015). Context counts: How learners' contexts influence learning in a MOOC. Computers & Education, 91, 83-91. https://doi.org/10.1016/j.compedu.2015.10.019

Hu, H., & Driscoll, M. P. (2013). Self-Regulation in e-Learning Environments: A Remedy for Community College? Educational Technology & Society, 16 (4), 171–184.

Jansen, R. S., van Leeuwen, A., Janssen, J., Jak, S., & Kester, L. (2019). Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: A meta-analysis. Educational Research Review, 28, e100292. https://doi.org/10.1016/j.edurev.2019.100292

Joe, H. K., Hiver, P., & Al-Hoorie, A. H. (2017). Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings. Learning and Individual Differences, 53, 133–144. https://doi.org/10.1016/j.lindif.2016.11.005

Johnson, R. D., Hornik, S., & Salas, E. (2008). An empirical examination of factors contributing to the creation of successful e-learning environments. International Journal of Human-Computer Studies, 66(5), 356-369. https://doi.org/10.1016/j.ijhcs.2007.11.003

Jonker, H., März, V., & Voogt, J. (2018). Teacher educators' professional identity under construction: The transition from teaching face-to-face to a blended curriculum. Teaching and Teacher Education, 71, 120-133. https://doi.org/10.1016/j.tate.2017.12.016

Joo, Y.-J., Bong, M., & Choi, H.-J. (2000). Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in web-based instruction. Educational Technology Research and Development, 48(2), 5-17. https://doi.org/10.1007/BF02313398

Kauffman, D. F., Zhao, R., & Yang, Y.-S. (2011). Effects of online note taking formats and self-monitoring prompts on learning from online text: Using technology to enhance self-regulated learning. Contemporary Educational Psychology, 36(4), 313-322. https://doi.org/10.1016/j.cedpsych.2011.04.001

Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2017). Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses. Computers & Education, 104, 18-33. https://doi.org/10.1016/j.compedu.2016.10.001

Kramarski, B., & Gutman, M. (2006). How can self-regulated learning be supported in mathematical E-learning environments? Journal of Computer Assisted Learning, 22(1), 24-33. https://doi.org/10.1111/j.1365-2729.2006.00157.x

Li, K. (2019). MOOC learners’ demographics, self-regulated learning strategy, perceived learning and satisfaction: A structural equation modeling approach. Computers & Education, 132, 16-30. https://doi.org/10.1016/j.compedu.2019.01.003

Li, L. (2022). Students’ Academic Achievement and Satisfaction in a Blended Learning Community of College English in China: A Quasi-experimental Study. SAGE Open, 12(3). https://doi.org/10.1177/21582440221119485

Liaw, S.-S. (2008). Investigating students’ perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system. Computers & Education, 51(2), 864-873. https://doi.org/10.1016/j.compedu.2007.09.005

Liaw, S.-S., & Huang, H.-M. (2013). Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments. Computers & Education, 60(1), 14-24.

Lin J.-W., Lai Y.-C., Lai Y.-C., & Chang L.-C. (2016). Fostering self-regulated learning in a blended environment using group awareness and peer assistance as external scaffolds. Journal of Computer Assisted Learning, 32, 77–93. https://doi.org/10.1111/jcal.12120

Littlejohn, A., Hood, N., Milligan, C., & Mustain, P. (2016). Learning in MOOCs: Motivations and self-regulated learning in MOOCs. The Internet and Higher Education, 29, 40-48. https://doi.org/10.1016/j.iheduc.2015.12.003

Marks, R. B., Sibley, S. D., & Arbaugh, J. B. (2005). A Structural Equation Model of Predictors for Effective Online Learning. Journal of Management Education, 29(4), 531-563. https://doi.org/10.1177/1052562904271199

Mestan, K. (2019). Create a fine blend: An examination of institutional transition to blended learning. Australasian Journal of Educational Technology, 35(1). https://doi.org/10.14742/ajet.3216

Miller, J. A. (1977), Studying Satisfaction, Modifying Models, Eliciting Expectations, Posing Problems and Making Meaningful Measurements. In H. Keith Hunt (Ed.), Conceptualization and Measurement of Consumer Satisfaction and Dissatisfaction (pp. 72-91). Cambridge, Marketing Science Institute.

Miltiadou, M., & Savenye, W. (2003). Applying Social Cognitive Constructs of Motivation to Enhance Student Success in Online Distance Education. Association for the Advancement of Computing in Education Journal (AACE Review), 11(1), 78-95.

Moreno, A. J. (2019). Estudio bibliométrico de la producción científica en Web of Science: Formación Profesional y blended learning. Pixel-Bit. Media and Education Journal, (56), 149–168. https://doi.org/10.12795/pixelbit.2019.i56.08

Olivier, E., Archambault, I., De Clercq, M., & Galand, B. (2019). Student self-efficacy, classroom engagement, and academic achievement: Comparing three theoretical frameworks. Journal of Youth and Adolescence, 48, 326-340. https://doi.org/10.1007/s10964-018-0952-0

Oppong-Gyebi, E., Dissou, Y. A., Brantuo, W. A., Maanu, V., Boateng, F. O., & Adu-Obeng, B. (2023). Improving STEM mathematics achievement through self-efficacy, student perception, and mathematics connection: The mediating role of student interest. Journal of Pedagogical Research, 7(4), 186-202. https://doi.org/10.33902/JPR.202321085

Osguthorpe, R. T., & Graham, C. R. (2003). Blended Learning Environments: Definitions and Directions. Quarterly Review of Distance Education, 4(3), 227-233.

Paechter, M., Maier, B., & Macher, D. (2010). Students’ expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction. Computers & Education, 54(1), 222-229. https://doi.org/10.1016/j.compedu.2009.08.005

Pascarella, E.T., & Terenzini, P. T. (1991). Review: How college affects students : findings and insights from twenty years of research (First edition.). Academe, 78(4), 44-47. https://doi.org/10.2307/40250363

Pérez-González, JC., Filella, G., Soldevila, A., Faiad, Y., & Sánchez, M.J. (2022). Integrating self-regulated learning and individual differences in the prediction of university academic achievement across a three-year-long degree. Metacognition Learning, 17, 1141–1165. https://doi.org/10.1007/s11409-022-09315-w

Pintrich, P. R. (1995). Understanding self regulated learning. New Directions for Teaching and Learning, (63), 3-12.

Puzziferro, M. (2008). Online Technologies Self-Efficacy and Self-Regulated Learning as Predictors of Final Grade and Satisfaction in College-Level Online Courses. American Journal of Distance Education, 22(2), 72-89. https://doi.org/10.1080/08923640802039024

Rivers, D. J., Nakamura, M., & Vallance, M. (2022). Online Self-Regulated Learning and Achievement in the Era of Change. Journal of Educational Computing Research, 60(1), 104-131. https://doi.org/10.1177/07356331211025108

Sayaf, A. M., Alamri, M. M., Alqahtani, M. A., & Al-Rahmi, W. M. (2021). Information and Communications Technology Used in Higher Education: An Empirical Study on Digital Learning as Sustainability. Sustainability, 13(13), e7074. https://doi.org/10.3390/su13137074

Schunk, D. H. (1991). Self-Efficacy and Academic Motivation. Educational Psychologist, 26(3-4), 207-231. https://doi.org/10.1080/00461520.1991.9653133

Schunk, D. H., & DiBenedetto, M. K. (2016). Self-efficacy theory in education. In K. R. Wentzel & D. Miele (Eds.), Handbook of motivation at school (pp. 34-54). Routledge.

Schunk, D. H., & Zimmerman, B. J. (1994). Self-regulation of learning and performance: Issues and educational applications. Lawrence Erlbaum Associates, Inc.

Smith, K., & Hill, J. (2019). Defining the nature of blended learning through its depiction in current research. Higher Education Research & Development, 38(2), 383-397. https://doi.org/10.1080/07294360.2018.1517732

Spanjers, I. A. E., Könings, K. D., Leppink, J., Verstegen, D. M. L., de Jong, N., Czabanowska, K., & van Merriënboer, J. J. G. (2015). The promised land of blended learning: Quizzes as a moderator. Educational Research Review, 15, 59-74. https://doi.org/10.1016/j.edurev.2015.05.001

Sun, P.-C., Tsai, R. J., Finger, G., Chen, Y.-Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50(4), 1183-1202. https://doi.org/10.1016/j.compedu.2006.11.007

Teo, T., & Zhou, M. (2014). Explaining the intention to use technology among university students: a structural equation modeling approach. Journal of Computing in Higher Education, 26(2), 124-142. https://doi.org/10.1007/s12528-014-9080-3

Tsai, C.-W., Shen, P.-D., & Tsai, M.-C. (2011). Developing an appropriate design of blended learning with web-enabled self-regulated learning to enhance students' learning and thoughts regarding online learning. Behaviour & Information Technology, 30(2), 261-271. https://doi.org/10.1080/0144929X.2010.514359

Usher, E. L., & Pajares, F. (2008). Self-Efficacy for Self-Regulated Learning:A Validation Study. Educational and Psychological Measurement, 68(3), 443-463. https://doi.org/10.1177/0013164407308475

Venkatesh, V. (2000). Determinants of Perceived Ease of Use: Integrating Control, Intrinsic Motivation, and Emotion into the Technology Acceptance Model. Information Systems Research, 11(4), 342-365.

Vera, M. I., Lucero, I. I., Lucero, I. I., Stoppello, M. G., Stoppello, M. G., Petris, R. H., & Petris, R. H. (2019). General Chemistry content learning using videos in Engineering careers. Innoeduca. International Journal of Technology and Educational Innovation, 5(2), 151–158. https://doi.org/10.24310/innoeduca.2019.v5i2.3566

Young Ju, J., Kyu Yon, L., & Su Mi, K. (2012). A Model for Predicting Learning Flow and Achievement in Corporate e-Learning. Journal of Educational Technology & Society, 15(1), 313-325.

Yukselturk, E., & Bulut, S. (2007). Predictors for student success in an online course [Review]. Educational Technology and Society, 10(2), 71-83.

Zeidner, M., Boekaerts, M., & Pintrich, P. R. (2000). Chapter 23 - Self-Regulation: Directions and Challenges for Future Research. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 749-768). Academic Press. https://doi.org/10.1016/B978-012109890-2/50052-4

Zhao, S., & Cao, C. (2023). Exploring Relationship Among Self-Regulated Learning, Self-Efficacy and Engagement in Blended Collaborative Context. SAGE Open, 13(1). https://doi.org/10.1177/21582440231157240

Zhu, Y., Au, W., & Yates, G. (2016). University students' self-control and self-regulated learning in a blended course. The Internet and Higher Education, 30, 54-62. https://doi.org/10.1016/j.iheduc.2016.04.001

Zimmerman, B. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81, 329-339.

Zimmerman, B. (1990). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25, 3-17. https://doi.org/10.1207/s15326985ep2501_2

Zimmerman, B. J. (1998). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 1-19). Guilford Publications.

Zimmerman, B. J. (2000). Attaining Self-Regulation: A Social Cognitive Perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 13-39). Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7

Zimmerman, B. J., & Bandura, A. (1994). Impact of Self-Regulatory Influences on Writing Course Attainment. American Educational Research Journal, 31(4), 845-862. https://doi.org/10.3102/00028312031004845

Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting. American Educational Research Journal, 29(3), 663-676. https://doi.org/10.3102/00028312029003663

Zimmerman, B. J., & Pons, M. M. (1986). Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies. American Educational Research Journal, 23(4), 614-628. https://doi.org/10.3102/00028312023004614

Zimmerman, B. J., & Schunk, D. H. (1989). Self-Regulated Learning and Academic Achievement: Theory, Research, and Practice. Springer.

Zimmerman, B. J., & Schunk, D. H. (2001). Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed.). Lawrence Erlbaum.

Zimmerman, B. J., Schunk, D. H., & DiBenedetto, M. K. (2017). The role of self-efficacy and related beliefs in self-regulation learning and performance. In A. J. Elliot, C.S. Dweck, & D. S. Yeager (Eds.), Handbook of competence and motivation: Theory and Application (pp. 313-333). The Guilford Press.

Downloads

Published

2024-06-01

How to Cite

Cigdem, H., & Oncu, S. (2024). Understanding the Role of Self-Regulated Learning in Academic Success. A Blended Learning Perspective in Vocational Education. Innoeduca. International Journal of Technology and Educational Innovation, 10(1), 45–64. https://doi.org/10.24310/ijtei.101.2024.17432

Issue

Section

Articles