The relationship between flexible and self-regulated learning in open and distance universities
Per Bergamin, Fernfachhochschule Schweiz ; Simone Ziska, Fachhochschule Nordwestschweiz (FHNW) Pädagogische Hochschule ; Egon Werlen, Eva Siegenthaler, Fernfachhochschule Schweiz
IRRODL Volume 13, Number 2, ISSN 1492-3831 Publisher: Athabasca University Press
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.
Bergamin, P., Ziska, S., Werlen, E. & Siegenthaler, E. (2012). The relationship between flexible and self-regulated learning in open and distance universities. The International Review of Research in Open and Distributed Learning, 13(2), 101-123. Athabasca University Press.
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Serpil Kocdar, Anadolu University; Abdulkadir Karadeniz, Artvin Coruh University; Aras Bozkurt, Anadolu University & University of South Africa; Koksal Buyuk
The International Review of Research in Open and Distributed Learning Vol. 19, No. 1 (Feb 23, 2018)
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