Self-Regulated Learning as a Cornerstone of Distance Education
Keywords:
distance education, self-regulated learning, social cognitive theoryAbstract
Advance in technology and communication has radically transformed all levels of education. With the easy access to various technological innovations and online tools, learning has gradually shifted towards computer-mediated classrooms with a wide availability of tools and resources most suited to learners’ learning differences and styles. Distance learning has recently been given great attention as it opens the doors to learners who seek to learn and develop their potential and skills despite age, space or time. Nevertheless, this exposure to myriads of technologies and online tools represents real challenges for learners like loss of control, time management deficiencies, lack of leadership skills, social networking addiction, etc. To minimise these challenges, educators need to focus upon the development of personal skills and help learners regulate their cognition, emotions and behaviour in order to manage the social learning environment. The ability to develop personal skills and regulate one’s own learning is defined as self-regulated learning. This personal constructive learning approach can be considered the cornerstone of an effective development of distance education. Throughout this study, we sought to explore this concept of self-regulated learning and explain how it relates to distance education. In an attempt to link the two constructs, the present paper derives its theoretical foundation from the social cognitive theory of Bandura and Zimmerman.
References
Bandura, A. (1991). Social Cognitive Theory of Self-regulation. Organizational Behavior and Human Decision Processes, 50, 248-287.
Greenberg, G. (1998). Distance Education Technologies: Best Practices for K-12 Settings. IEEE Technology and Society Magazine, 36-40.
Hodges, C. B. (2005). Self-regulation in Web-based Courses: a Review and Need for Research. The Quarterly Review of Distance Education, 6(4), 375–383.
Järvelä, S., & Järvenoja, H. (2011). Socially Constructed Self-regulated Learning and Motivation Regulation in Collaborative Learning Groups. Teachers College Record, 113(2), 350-374.
Keegan, D. (1995). Distance Education Technology for the New Millennium: Compressed Video Teaching. Germany: ZIFF Papiere.
Lynch, R., & Dembo, M. (2004). The Relationship between Self-Regulation and Online Learning in a Blended Learning Context. The International Review of Research in Open and distributed Learning, 5 (2).
Niemi, H., Nevgi, A., & Virtanen, P. (2003). Towards Self-regulation in Web-based learning. Journal of Educational Media. DOI: 10.1080/1358165032000156437
OMalley, J. M., Russo, R. P., Chamot, A. U., & Stewner-Manzanares, G. (1988). Applications of Learning Strategies by Students Learning English as a Second Language. In Weinstein, C. E., Goetz, E. T. & Alexander, P. A. (ed), Learning and Study Strategies: Issues in Assessment, Instruction, and Evaluation (pp. 215-231). United States: Academic Press, INC.
O’Malley, J. M., & Chamot, A. U. (1990). Learning Strategies in Second Language Acquisition. United States: Cambridge University Press.
Pajares, F. (2009). Self-efficacy Theory. In Anderman, M. E. & Anderman, H. L. (Eds.), Psychology of Classroom Learning: an Encyclopedia (pp. 791-794). United States: Gale Cengage Learning.
Pintrich, R. P. (2000). The Role of Goal Orientation in Self-regulated Learning. In Boekaerts, M., Pintrich, R. P., & Zeidner, M. (Eds.), Handbook of Self-regulation (pp. 451-502). San Diego: Academic Press.
Sharma, S., Dick, G., Chin, W. W., & Land, L. (2007). Self-regulation and E-Learning. Proceedings of the Fifteenth European Conference on Information Systems, 383-94., St. Gallen University of St. Gallen.
Schunk, D. H. & Zimmerman, B. J. (2007). Influencing Children's Self-efficacy and Self-regulation of Reading and Writing through Modeling. Reading & Writing Quarterly, Overcoming Learning Difficulties, 23(1), 7-25. Doi:10.1080/10573560600837578
Schunk, D. H. (2009). Self-regulated Learning. In Anderman, M. E. & Anderman, H. L. (Eds.), Psychology of Classroom Learning: an Encyclopedia (pp. 806-809). United States: Gale Cengage Learning.
Threlkeld, R., & Brezoska, K. (1994). Research in Distance Education. In Willis, B. (ed) Distance Education Strategies and Tools. Englewood Cliffs: Educational Technology Publications.
Valentine, D. (2002). Distance Learning: Promises, Problems, and Possibilities. Online Journal of Distance Learning Administration, 5 (3), 1-11.
Wedemeyer, C. A. (1981). Learning at the Back Door: Reflections on Non-traditional Learning in the Lifespan. United States: The University of Wisconsin Press.
Wolters, C. A., Pintrich, P. R., & Karabenick, S. A. (2003). Assessing Academic Self-regulated Learning. Paper prepared for the Conference on Indicators of Positive Development: Definitions, Measures, and Prospective Validity. Sponsored by ChildTrends, National Institutes of Health, 1-49
Zimmerman, B. J. (1989). A Social Cognitive View of Self-regulated Academic Learning. Journal of Educational Psychology, 83 (01), 329-339.
Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing Self-regulated Learners: Beyond Achievement to Self-Efficacy (1st ed.). Washington, DC: American Psychological Association.
Zimmerman, B. J. (2002). Becoming a Self-regulated Learner: An Overview. Theory into practice, 41(2), 64-70.
