Exploring Ghanaian Distance Education Learners’ Views of Self-Regulated Learning Strategies and Academic Performance

This study explores final year Distance Education learners’ self-regulated learning strategies in a blended learning environment at Ghanaian higher education institutions. This exploratory interpretivist study adopted a qualitative research approach, using a multiple case study design. The study sampled 12 purposively selected Distance Education learners across three universities. Data were collected through semi-structured interviews, transcribed and analysed following the thematic analysis process. The findings showed that the participants employed self-regulated learning strategies that pertained to cognitive, metacognitive, and resource management strategies to learn at a distance. Furthermore, factors that influenced distance education learners’ academic performance were self-directed strategies, instructor-related factors, blended mode of instruction, collaborative learning, motivation, and availability of learning resources. Time management constraints mitigated the effective use of the learning strategies. Future research is needed to investigate whether there is a correlation between digital literacy and academic performance.