Relationships among community college developmental reading students' self-regulated learning, Internet self-efficacy, reading ability and achievement in blended/hybrid and traditional classes: A program review

Online distance learning is being used with an increasingly diverse student population. Johnson County Community College (JCCC) teaches Reading Skills Improvement (RDG-126) in three different learning contexts- 25/75 blended/hybrid, 50/50 blended/hybrid and traditional.;Questionnaires were used to collect information about four self-regulated learning (SRL) variables. Portions of the Motivated Strategies for Learning Questionnaire (MSLQ) were used to measure task value and help-seeking strategies. Questions from the Self-Efficacy for Self-Regulated Learning Scale (SESRL) were used to measure students' general organization and planning skills and typical study strategies. Internet self-efficacy (ISE) was measured using the Internet Self-efficacy Scale (ISES). Information about learning supports, reading ability (Nelson-Denny scores) and achievement was collected.;All four SRL variables showed a weak to moderate significant correlations (p = .01) to each other. ISE showed a weak relationship with reading ability (r = .23, p = .01), general organization and planning (r = .17, p = .01), and typical study strategies (r = .23, p = .01). Achievement was correlated with general organization and planning (r = .33, p = .01). Controlling for reading ability, there were no significant differences among learning contexts in student perceptions of ISE and SRL, but there was a significant difference among groups in achievement, Welch's F (2, 59.52) = 7.55, p = .001. However, differences in achievement may be explained by differences in teachers for the three learning contexts. Because of the potential confounding effect of teacher on achievement these findings may not be meaningful. The only significant predictor of achievement was general organization and planning, B = 10.378, beta = .376, p = .000. All six predictors accounted for 12.37 percent of the variance in achievement. General organization and planning and help seeking were perceived as both the most often provided and the most helpful supports.;Blended/hybrid courses providing SRL supports can be successfully used with developmental reading students. There may be a curvilinear relationship between student achievement and learning context. More research is needed to investigate what proportion of web-based v. traditional instruction is best for the unique needs of developmental students.