CONTEMPORARY EDUCATIONAL TECHNOLOGY, 2015, 6(1), 19-37 19 Hoǁ Does Self-RegulatioŶ Affect Coŵputer-PrograŵŵiŶg AchieǀeŵeŶt iŶ a BleŶded CoŶtext? * Harun Cigdem Turkish Land Forces Non-Commissioned Officer Vocational College, Turkey Abstract This study focuses on learners’ self-regulation which is one of the essential skills for student achievement in blended courses. Research on leaƌŶeƌs’ self-regulation skills in blended learning environments has gained popularity in recent years however only a few studies investigating the correlation between self-regulation skills and student achievement in blended learning environments exist. Self-regulation is related to self-efficacy, anxiety, interactivity, satisfaction with and usefulness of the system. Self-regulated learners are more likely to accomplish at online learning. In this study, a total of 267 military vocational college students were taught computer programming during a 15-week-long semester in a blended learning context, which involved using both face to face teaching and online learning through MOODLE over intranet. Participants were the graduates of vocational high schools and the students at the departments of Computer Technologies and Electronics & Communication Technologies and were all male. Liaw and HuaŶg’s “elf-Regulation Scale with six subscales was used to collect the data during the last two weeks of instruction. Regression analyses were conducted to analyze the data. The results revealed that self-regulation was affected by perceived anxiety, interactivity in the online learning environment, and perceived self-effiĐaĐLJ. LeaƌŶeƌs’ aĐadeŵiĐ aĐhieǀeŵeŶt has been affected only by perceived self-efficacy. Keywords: Blended learning; Computer programming course; Course achievement; Interactivity; Self-regulation; Perceived self-efficacy Introduction Over the past two decades, developments in internet technologies have affected every aspect of our lives and have also changed the face of education, teaching and learning (Altun, Gulbahar & Madran, 2008; Yukselturk & Bulut, 2007). Throughout these developments, online learning that makes new educational practices available for students, which was not possible in traditional classroom settings, has become a noteworthy method. Researchers and educational institutions have devoted great efforts to build up online learning environments for their students to share and obtain information. Online learning environments deliver more interactive and independent learning experience for learners at anytime and anywhere (Khan, 1997; Michailidou & Economides, 2003; Moore, & Kearsley, 1996). Because of the independent characteristics of this learning * The author is an officer at Turkish Army. The views expressed in this study are those of the author and do not necessarily reflect the official policy or position of the Turkish Military Forces.