Exploring differences between self-regulated learning strategies of high and low achievers in open distance learning

2016 ◽  
Vol 13 (1) ◽  
pp. 164-181 ◽  
Author(s):  
Bernadette Geduld
Keyword(s):  
Distance Learning ◽  
Learning Strategies ◽  
Low Achievers ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Distance Learning Degrees: Possibility of Evasion, Styles and Learning Strategies

2019 ◽  
Vol 29 ◽  
Author(s):  
Raíssa Bárbara Nunes Moraes Andrade ◽  
Thaís Zerbini
Keyword(s):  
Distance Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Technological Innovations ◽  
Future Planning ◽  
Current Field ◽  
Self Regulated Learning ◽  
Training Development ◽  
Regulated Learning

Abstract Distance Learning (DL) has been shown to be adequate to the current field of Training, Development and Education (TD&E), which constantly undergoes transformations resulting from technological innovations. Students’ characteristics is one of the factors responsible for abandoning DL programs. This study aimed to relate the possibility of evasion of a DL course and the variables belonging to the student’s characteristics (Learning Strategies and Styles). A total of 135 students enrolled in a distance learning degree responded virtually to the instruments of Learning Strategies and Styles. The results showed that most participants who would not abandon the course used the Behavioral and Self-Regulated Learning Strategies and presented the Learning Style related to the Study Environment. The data obtained contribute to future planning of TD&E programs, which should consider the clientele’s characteristics.

Goal orientation, learning strategies, and academic performance in adult distance learning

2019 ◽  
Vol 47 (7) ◽  
pp. 1-20 ◽  
Author(s):  
Ying Zhou ◽  
Jianhua Wang
Keyword(s):  
Academic Performance ◽  
Distance Learning ◽  
Goal Orientation ◽  
Learning Strategies ◽  
Structural Equation ◽  
Self Regulation ◽  
Equation Modeling ◽  
Self Regulated Learning ◽  
Chinese Adult ◽  
Regulated Learning

We explored the predictive effect of goal-oriented learning strategies on Chinese adult students' academic performance in distance learning, using self-regulated learning as the underpinning theory. The relationship was analyzed using structural equation modeling, and the results indicated that self-regulation strategies and goal orientation were positively related to academic achievement. We also found a significant and positive indirect relationship of mastery goal orientation and academic performance through self-regulated learning strategies. Further, the performance-approach goal orientation had a positive indirect influence on academic performance, with the effort-regulation strategy fully mediating this relationship. The theoretical and practical implications of these findings are discussed.

Estratégias de aprendizagem autorregulada e formação inicial de professores de Geografia: uma revisão sistemática de literatura1 | Self-regulated learning strategies and initial education of Geography teachers: A systematic literature review

2020 ◽  
Vol 25 ◽  
pp. 1
Author(s):  
Liz Cristiane Dias ◽  
Evely Boruchovitch
Keyword(s):  
Literature Review ◽  
Learning Strategies ◽  
Systematic Literature Review ◽  
Electronic Library ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
America Latina

Este artigo objetiva averiguar, com base em uma revisão sistemática de literatura, o investimento em estratégias de ensino e aprendizagem autorregulada em cursos de Licenciatura em Geografia. Os dados foram coletados nas bases de dados Scientific Electronic Library Online, Red de Revistas Cientificas de America Latina y el Caribe, España y Portugal e na Plataforma Sucupira da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior em periódicos da Geografia com classificação Qualis A1, A2 e B1 dos últimos cinco anos. A busca pelos trabalhos teve como resultado o total de 154 artigos. Destes, apenas 25 tratavam especificamente da formação inicial de professores e, dentre estes, apenas 8 atendiam às demandas da pesquisa. Os resultados revelaram a necessidade de mais investimento em programas de intervenção em estratégias de aprendizagem e a necessidade de pesquisas futuras que disseminem na Geografia a temática da autorregulação.

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