The relationship between flexible and self-regulated learning in open and distance universities

Abstract

<p>Flexibility in learning provides a student room for volitional control and an array of strategies and encourages persistence in the face of difficulties. Autonomy in and control over one’s learning process can be seen as a condition for self-regulated learning. There are a number of categories and dimensions for flexible learning; following professional publications, time, location, lesson content, pedagogy method, learning style, organization, and course requirements are all elements to consider. Using these categories and the dimensions of flexible learning, we developed and validated a questionnaire for an open and distance learning setting. This article reports on the results from a study investigating the relationship between flexible learning and self-regulated learning strategies. The results show the positive effects of flexible learning and its three factors, time management, teacher contact, and content, on self-regulated learning strategies (cognitive, metacognitive, and resource-based). Groups that have high flexibility in learning indicate that they use more learning strategies than groups with low flexibility.</p>

Using factor analysis to validate a questionnaire to explore self-regulation in learner-generated digital media (LGDM) assignments in science education

“…In online settings, learners need to be more independent and self-directed than in traditional settings. Online activities are open regarding time, pace, and content, which means that self-regulation learning skills such as time management are required (Barak et al, 2016;Barnard et al, 2009;Bergamin, Ziska, Werlen, & Siegenthaler, 2012;Garrison, 2000;Kauffman, 2004). Students lacking self-regulation learning skills may misconceive the autonomy of the learning environment and underperform (Barnard et al, 2009).…”

Aprendizado autorregulado em contabilidade: uma análise comparativa entre discentes de modalidade presencial e a distância

“…De modo geral, há consenso entre diversos pesquisadores de que a capacidade de autorregulação dos discentes é essencial na melhor qualidade da aprendizagem, desempenho, tomada de decisão, resolução de problemas e utilização do tempo (Schunk, 2001;Zimmerman, 2002;Boruchovitch, 2004;Dias & Leite, 2010;Frison & Moraes, 2010;Rosário, Nunes, Magalhães, Rodrigues, Pinto, & Ferreira, 2010;Bergamin et al, 2012;Lima & Bruni, 2012;Simão;Frison, 2013).…”

“…Diversos estudos têm apontado que as características do indivíduo afetam a aprendizagem (Chen & Paul, 2003;Dias & Leite, 2010;Cavanaugh, Lamkin, & Hu, 2012;Bergamin, Ziska, Werlen, & Siegenthaler, 2012) e que distintos comportamentos da autorregulação estão associados a diferentes resultados acadêmicos (Lynch & Dembo, 2004). Outros estudos apontam existir diferenças significativas entre aluno autorregulado e outros que precisam de regulação externa no aprendizado (Arias, Barca Lozano, Gonzalez Cabanach, & Núñez Pérez, 1999;Xu, Benson, Mudrey-Camino, & Steiner, 2010;Richter & Schmid, 2010).…”

What the flip: impact of flipped instruction on self-regulated learning

“…What evidence there is suggests that modelling, direct instruction, facilitation, and "providing students with opportunities for choice, control, influence over assessments, and peer collaboration [have] been shown to invite student SRL" (Vassallo, 2013, p.244). Additionally, research (Bergamin, Werlen, Siegenthaler, and Ziska, 2012) shows that learning flexibility-in terms of time, teacher contact, and content-is positively related to increased SRL.…”