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PROMOTING SELF-REGULATED LEARNING IN AN ON-LINE ENVIRONMENT
PROCEEDINGS

, , Edith Cowan Univ., Australia

EdMedia + Innovate Learning, in Norfolk, VA USA ISBN 978-1-880094-42-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Self-Regulation has long been seen as a desirable but difficult to achieve instructional
aim. This is particularly true of on-line learning, where users have limited instructional support
and where attrition rates tend to be greater than in face-to-face teaching. This paper examines the
nature of self-regulation, identifying affective and cognitive skills which make for self-regulated
learners. The broad psychological states of metacognition and self-concept are identified as well
as the motivational and cognitive processes that underpin them. The volitional, learning, and
regulatory strategies which learners use are delineated. These are placed within the context of online
learning. Aspects which characterise learning environments which support self-regulation are
identified, and suggestions are made as to how self-regulation can best be enhanced within on-line
courses.

Citation

McMahon, M. & Oliver, R. (2001). PROMOTING SELF-REGULATED LEARNING IN AN ON-LINE ENVIRONMENT. In C. Montgomerie & J. Viteli (Eds.), Proceedings of ED-MEDIA 2001--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1299-1305). Norfolk, VA USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 21, 2019 from .

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Cited By

  1. Using Blended Learning Design to Enhance Learning Experience in Teacher Education

    Mingming Zhou, University of Macau, Macau; Bee Leng Chua, Nanyang Technological University, Singapore

    International Journal on E-Learning Vol. 15, No. 1 (2016) pp. 121–140

  2. Press Any Key: Repositioning digital literacy as an enabler for self-regulated learning

    Joo Ho (Jo) Jung & Mark McMahon, Edith Cowan University, Australia

    EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 632–637

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