A model for self‐regulated distance language learning

Andrade, Maureen Snow; Bunker, Ellen L.

doi:10.1080/01587910902845956

Cited by 92 publications

(80 citation statements)

References 25 publications

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“…The concept of self-regulated learning has been applied to the teaching and learning process to increase student achievement across age, educational levels, and delivery modes [17,18,[27][28][29][30][31][32][33]. It is most commonly defined as the ability to control the elements and circumstances that affect learning [17,18].…”

Section: Self-regulated Learningmentioning

confidence: 99%

Effective eLearning and eTeaching — A Theoretical Model

Andrade¹

2015

E-Learning - Instructional Design, Organizational Strategy and Management

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Distance learning is increasingly becoming an option for learners that were previously denied higher education opportunities due to elitist systems, cost, academic preparation, or personal circumstances. It is also a means to help nations meet goals to increase the percentage of individuals with post-secondary education in order to address workforce needs. However, learners and instructors often have concerns with their ability to be successful in a distance learning environment. This chapter presents a theoretical model for eLearning and eTeaching aimed at helping learners and instructors successfully navigate distance learning courses. Examples of course activities corresponding to the model components are shared. A qualitative analysis of learner self-reflections demonstrates the efficacy of the model in terms of increased autonomy, self-regulation, and targeted skills.

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Section: Self-regulated Learningmentioning

confidence: 99%

Effective eLearning and eTeaching — A Theoretical Model

Andrade¹

2015

E-Learning - Instructional Design, Organizational Strategy and Management

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“…In this respect, the relation between learner autonomy and specific aspects of the learning process are in the centre of attention. Several relevant studies have been conducted, most of them focusing on the encouragement or not of the learners by their tutor or by the institute providing distance education (Andrade & Bunker, 2009;Fanariti & Spanaka, 2010;Furnborough, 2012; Murfy, 2007;Santos & Camara, 2010;Scott, Furnell, Murphy, & Goulder, 2014).Taking into account the important role of learner autonomy in the field of traditional education (Brockett & Hiemstra, 1991;Knowles, 1975;Race, 1999) and the fact that autonomy has an even more significant role to play in distance learning, the current study seeks to examine the correlation between learner autonomy and fundamental aspects of the learning process in distance education, such as tutor-student and student-student interaction. Such a study is considered particularly significant in the framework of the Hellenic Open University (HOU), since it is a relatively new public educational institution as well as the only one offering distance learning courses in Greece.…”

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confidence: 99%

Learner Autonomy as a Factor of the Learning Process in Distance Education

Fotiadou

Angelaki

Mavroidis

2017

European Journal of Open, Distance and E-Learning

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The present study aims to empirically examine the relation between learner autonomy and specific aspects of the learning process, such as student-student interaction and tutor-student interaction, in a distance learning environment in Greece. An empirical study was conducted at the Hellenic Open University (HOU) using data gathered via a four-section questionnaire, completed by 100 postgraduate students. The correlation analysis yielded a positive correlation between learner autonomy and both student-student and tutor-student interaction. In particular, the results revealed the existence of a positive correlation between all three subscales of autonomy, namely sensibility to others, ability to manage new situations and self-awareness, and student-student interaction. A significant positive correlation was also observed between selfawareness and tutor-student interaction. Moreover, the results suggested that there are no statistically significant differences of the above parameters in relation to demographic features, such as gender, age and the number of Counselling Group Sessions (CGS) in which students had participated. Yet, results suggested that there is an effect of the number of course modules attended by students on the levels of student-student interaction. Abstract in GreekΗ παρούσα έρευνα στοχεύει στο να εξετάσει τη συσχέτιση μεταξύ της αυτονομίας των φοιτητών και συγκεκριμένων διαστάσεων της μαθησιακής διαδικασίας, όπως η αλληλεπίδραση μεταξύ των φοιτητών και η αλληλεπίδραση μεταξύ φοιτητών και διδάσκοντα, σε ένα εξ αποστάσεως μαθησιακό περιβάλλον στην Ελλάδα. Η εμπειρική έρευνα διεξήχθει στο Ελληνικό Ανοικτό Πανεπιστήμιο (ΕΑΠ), χρησιμοποιώντας δεδομένα που συλλέχθηκαν μέσω ερωτηματολόγιου το οποίο συμπληρώθηκε από 100 μεταπτυχιακούς φοιτητές. Η ανάλυση των δεδομένων έδειξε ότι υπάρχει θετική συσχέτιση ανάμεσα στην αυτονομία των φοιτητών και την αλληλεπίδραση των φοιτητών μεταξύ τους καθώς και με την αλληλεπίδραση των φοιτητών με τον διδάσκοντα. Πιο συγκεκριμένα, τα αποτελέσματα έδειξαν ότι υπάρχει θετική συσχέτιση της αλληλεπίδρασης μεταξύ των φοιτητών και με τις τρεις διαστάσεις της αυτονομίας, δηλαδη την αυτογνωσία, την ικανότητα διαχείρισης νέων καταστάσεων και την ευαισθησία απέναντι στους άλλους. Επίσης, παρατηρήθηκε σημαντική συσχέτιση της αυτογνωσίας και της αλληλεπίδρασης με τον διδάσκοντα. Επιπλέον, δεν παρατηρήθηκαν στατιστικά σημαντικές διαφορές των ανωτέρω παραμέτρων σε σχέση με τα δημογραφικά χαρακτηριστικά των φοιτητών, όπως το φύλλο, η ηλικία, η προηγούμενη εμπειρία στην εξ αποστάσεως εκπαίδευση και ο αριθμός των Ομαδικών Συμβουλευτικών Συναντήσεων στις οποίες έχουν συμμετάσχει οι φοιτητές. Ωστόσο, παρατηρηθηκε ότι ο αριθμός των θεματικών ενοτήτων που έχουν παρακολουθήσει οι φοιτητές επηρεάζει τα επίπεδα της αλληλεπίδρασης των φοιτητών μεταξύ τους.Keywords: Distance learning, autonomy, student-student interaction, tutor-student interaction, computer-mediated learning. IntroductionTowards the beginning of the 21 st century, a switch was noticed in the emphasis of distance educa...

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“…These are: motive, methods of learning, time, physical environment, social environment, and performance, and they correspond to the questions why, how, when, where, with whom, and what. Use of these dimensions and application of related strategies and self-reflection activities helps learners increase their levels of self-regulation and success in a technology-enhanced distance course (Andrade & Bunker, 2009, 2010, 2011bAndrade, 2012Andrade, , 2013. SRL has proven to increase achievement in multiple contexts for a variety of learners (Zimmerman & Risemberg, 1997;Dembo & Eaton, 2000;Carneiro & Steffens, 2006;Schloemer & Brenan, 2006;Tinnesz, Ahuna, & Kiener, 2006;Bail et al, 2008), and has particular relevance to technology-enhanced learning (Chang, 2005;Dembo et al, 2006;Bell, 2007;Andrade & Bunker, 2010, 2011b.…”

Section: Theoretical Approachmentioning

confidence: 99%

“…Derived from the theories of transactional distance (Moore, 2007), SRL (Zimmerman & Risemberg, 1997) and language acquisition (Nation, 2001), the model of self-regulated distance learning has been applied to online distance language courses to increase learner self-regulation and success (Andrade & Bunker, 2009, 2010, 2011a. The model considers learners' entering levels of content knowledge/skill, commitment to the course, and self-regulation.…”

Section: Theoretical Approachmentioning

confidence: 99%

“…Certainly, to understand the role of teacher dialogue in facilitating SRL, research must be extended to additional contexts. Future studies should explore the efficacy of the model of self-regulated distance learning (Andrade & Bunker, 2009, 2010, 2011a, and its effects on SRL development and on achievement of learning goals across different subject areas. The various components of the model should be examined to determine whether the outcomes of increased SRL, increased content knowledge and skill, and increased course persistence can be realized in different distance learning and technologyenhanced learning contexts.…”

Section: Implications and Conclusionmentioning

confidence: 99%

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Dialogue and Structure: Enabling Learner Self-Regulation in Technology-Enhanced Learning Environments

Andrade

2014

European Educational Research Journal

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Distance learning that incorporates technology-enhanced learning environments provides a solution to the ever-increasing global demand for higher education. To be successful in these contexts, learners must be self-regulated, or have the ability to control the factors affecting their learning. Based on the theories of transactional distance, self-regulated learning (SRL) and language acquisition, the model of self-regulated distance learning has been shown to increase learner selfregulation and success. The current exploratory study examined the role of dialogue and structure on the effectiveness of SRL activities in an English language course based on this model. The study examined student responses and related teacher feedback to SRL activities as well as course structural components to determine how dialogue (i.e. teacher feedback) and structure helped or hindered learners in gaining full benefit from the SRL course component. Findings indicated that a lack of dialogue and missing structural elements were related to students completing the activities superficially, with inappropriate sequencing, or not doing them at all. Across the two semesters studied, the teachers varied in the extent and quality of their feedback, and structural problems undermined the value of the activities. Consequently, changes were made in course set-up and teacher training provided.

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A model for self‐regulated distance language learning

Cited by 92 publications

References 25 publications

Effective eLearning and eTeaching — A Theoretical Model

Effective eLearning and eTeaching — A Theoretical Model

Learner Autonomy as a Factor of the Learning Process in Distance Education

Dialogue and Structure: Enabling Learner Self-Regulation in Technology-Enhanced Learning Environments

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