Self-regulated Learning Strategies among Electronic and Regular University students: A comparative study on metacognition

This study was aimed to compare the use of self regulated learning strategies (motivational and learning strategies) by electronically and regular student. A sample of n=394 undergraduate student (n=207 ordinary and n=187 electronically) were randomly selected among students of an Iranian university (ESU). All participants were filled a standard self-report questionnaire (MSLQ). The questionnaire has been proved a reasonable reliability for all 15 subdivisions in previous studies (alpha=0.52 to 0.93) and a similar somehow different measures of reliability were also estimated for present study (with alpha chronbach ranging from 0.49 to 0.88). Results (using GLM-MANOVA statistical analysis) were revealed significantly differences between virtual and regular university students for using self- regulated learning strategies in their studies. Significantly higher means were evident on 4 motivational strategies and also on 6 learning strategies for virtual students. These findings supported the idea that electronically instructions are more constructive and student-centered than regular instructions.