scholarly journals Measuring Self-Regulation of Distance Learners: A Comparative Study of Science and Arts Students

2020 ◽  
Vol 5 (2) ◽  
pp. 138-157
Author(s):  
Farkhunda Rasheed Choudhary ◽  
Azhar Mahmood ◽  
Sidra Khushnood
Keyword(s):  
Distance Education ◽  
Academic Success ◽  
Distance Learning ◽  
Goal Setting ◽  
Future Orientation ◽  
Self Regulation ◽  
High Rate ◽  
Distance Learners ◽  
Science Students ◽  
Online Questionnaire

In distance learning, students’ self-regulation and autonomy has vital place. Learner’s selfregulation is a major predictor of the academic success of distance learner. The high rate of selfregulation increases the quality of distance education. Therefore, it is important to explore that how much self-regulated the distance learners are in a distance education mode. This study aimed at exploring the self-regulation strategies of science and arts students studying in a distance learning university. The present study was descriptive in nature and survey was used for it. A sample of forty students was selected through purposive sampling. Learners’ self-regulation was measured through research tool, having six constructs such as planning, monitoring, effort made by the distance learners to accomplish the course, self-efficacy, help-seeking situations, time and environment management situations. The data was collected through online questionnaire. It was found that distance learning science students were more self-regulated than arts students. Overall science students scored significantly higher grades than that of arts students. It is concluded that the science students are more self  regulated due to self monitoring for their studies, more goal setting and more group interdependence. Goal setting and group interdependence can be considered as contributor for high GPA of distance learners. For science students, group interdependence is a good predictor of more GPA, however, for arts students, future orientation can be a predictor of good GPA. It is recommended that more interaction must be increased between instructor and arts students so that they can be more self-regulated about their studies.

Marketing Library Services to Distance Learners

2011 ◽  
pp. 1391-1398
Author(s):  
Allyson Washburn ◽  
Terri Pedersen Summey
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Secondary Education ◽  
Academic Skills ◽  
Distance Learners ◽  
Library Services ◽  
Education Programs ◽  
Post Secondary ◽  
Research Libraries

“The ACRL Guidelines for Distance Learning Library Services (2000) assert ‘access to adequate library services and resources is essential for the attainment of superior academic skills in post-secondary education, regardless of where students, faculty, and programs are located’ ” (Nicholas and Tomeo, 2005). Additionally, the guidelines include responsibility for promotion of library services to both students and faculty in distance education programs (Association of College and Research Libraries, Distance Learning Section, 2004, p.4). As the number of distance education programs and courses grows, and as methods of delivery evolve, distance education librarians have pro-actively assumed the role of providing equitable services and resources to all distance students using the Guidelines as a framework. However, providing the services and resources accomplishes nothing if faculty and students are not aware of them. Effective marketing efforts are needed to maximize the awareness and use of library services and resources.

scholarly journals Autorregulação da Aprendizagem na Educação a Distância: Análise das Produções Científicas Realizadas em Brasil e Portugal no Período de 2010 a 2015

EAD em FOCO ◽  
2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Janaína Copello Quintes Monnerat ◽  
Maria Teresa Ribeiro Pessoa ◽  
Joaquim Armando Gomes Alves Ferreira
Keyword(s):  
Distance Education ◽  
Academic Success ◽  
Learning Strategies ◽  
Self Regulation ◽  
The Self ◽  
Self Regulated Learning ◽  
Technological Tools ◽  
Regulated Learning ◽  
E Learning ◽  
Hypermedia Applications

A sociedade atual, do conhecimento e da informação, requer do ensino superior novas dinâmicas mediadas pelas tecnologias, constituindo-se, nesse contexto, a Educação a Distância como modalidade de ensino privilegiada. Tornam-se relevantes a análise e a compreensão das formas de aquisição de conhecimento nessa modalidade por parte dos alunos, sendo o estudo da variável autorregulação da aprendizagem priorizada dada a sua importância para o sucesso acadêmico dos mesmos. O presente trabalho, após pesquisa guiada pelos atuais e credíveis repositórios português e brasileiro, RCAAP e CAPES, analisou artigos, dissertações de mestrado e teses de doutorado no âmbito da autorregulação da aprendizagem na Educação a Distância publicados no Brasil e em Portugal no período de 2010 a 2015. Os resultados encontrados apontam para quatro abordagens principais: o portfólio, como instrumento com imenso potencial da aprendizagem autorregulada; as estratégias de aprendizagem como extremamente importantes nos processos de autorregulação; estudos centrados no tutor e na forma como estes podem promover a autorregulação nos alunos; e, por último, as TIC, ou seja, as aplicações hipermédia como apoio à aprendizagem autorregulada. São necessários estudos mais aprofundados sobre este tema, incluindo a ampliação das plataformas de busca para um resultado mais abrangente.Palavras-chave: Autorregulação, E-learning, Educação a Distância. Self Regulation of Learning in the E-Learning Area - Analysis of the Scientific Works Performed in Brazil and Portugal in the Period of 2010 to 2015AbstractHigher education includes an integration of various technological tools and distance education is constituted as a privileged mode of education. It is relevant to the analysis and understanding of the ways of acquiring knowledge by the students and the study of self-regulation variable prioritized learning given its importance for academic success thereof. This study analyzed articles, dissertations and theses PhD under the Self-Regulation of Learning in Distance Education published in Brazil and Portugal in the period 2010 to 2015 in RCAAP's and CAPES's databases. The results point to four main approaches: the portfolio as a tool with great potential of self-regulated learning; learning strategies as extremely important in the self-regulation processes; studies centered tutor and how these may promote self-regulation in students; and, finally, ICT, so hypermedia applications like self-regulating support for learning. Further studies are needed on this topic including the expansion of search platforms to a broader result.Keywords: Self regulation, E-learning, Distance education.

scholarly journals The problem of distance learning in higher educational institutions during quarantine

2021 ◽  
Vol 2021 (3 (136)) ◽  
pp. 120-127
Author(s):  
Nataliia Shylina
Keyword(s):  
Distance Education ◽  
Academic Success ◽  
Distance Learning ◽  
Comparative Analysis ◽  
Social Life ◽  
Theoretical Research ◽  
Educational Institutions ◽  
Traditional Learning ◽  
Advantages And Disadvantages ◽  
The Impact

The article is devoted to the problem of distance education, namely training and educating under conditions of the pandemic. The issue of the coronavirus epidemic, which forced the urgent restructuring of all spheres of social life of people around the world, is addressed in the article. As a result, the problem of the global transition to distance learning under severe quarantine is becoming urgent. The author analyzes domestic and foreign pedagogical experience of distance education. Among domestic authors this problem was studied by Gorbatyuk R. M, Turanov Y. O., Rak V. I., Vdovenko I. S., Bodnar S. V., Dekusar G. G., Kuznetsova O. V., Opanasenko Ya. Foreign researchers (Amanda Morin, Berman Grace, and Dubinsky Alison) are more likely to point out that distance learning is associated with many difficulties. The aim of our study was to highlight the problem of distance learning in the quarantine period, its advantages and disadvantages over traditional learning, as well as a comparative analysis of the traditional and distance forms of educational activities. In the process of solving problems, theoretical research methods were used: analysis, systematization, classification of educational and methodological literature to substantiate the theoretical and methodological foundations of research, surveys, analysis of the products of the students’ pedagogical activities. The article presents data from the study of the groups consisting of first- and fifth-year students who studied in different periods: in the first half of 2019, when the study was in classrooms, and in the first half of 2020 during the quarantine, when the study was carried out using distance education. The data according to three criteria: academic success, students’ attendance and students’ satisfaction with the learning process were analyzed by the author. A comparative analysis of the traditional and distance learning is shown in the article. Some conclusions about the ambiguity of the impact of distance learning on different contingents of students have been made.

A Conceptual Study on Self-Regulation Skills in the Context of Virtual Identity Use in Distance Education

2022 ◽  
pp. 547-565
Author(s):  
Esra Barut Tuğtekin
Keyword(s):  
Distance Education ◽  
Academic Success ◽  
Conceptual Framework ◽  
Knowledge Construction ◽  
Self Regulation ◽  
Virtual Learning ◽  
Virtual Identity ◽  
Conceptual Study ◽  
The Individual ◽  
Effective Use

In distance education, instructor control over learners is limited compared to traditional settings. Learning in distance education includes the process of developing the virtual identity of the individual. Learners and instructors use their virtual identities to share ideas and promote themselves by participating in social. Therefore, this research aims to evaluate self-regulation skills in the context of virtual identity use strategies in distance education and to evaluate them in a conceptual framework. Considering the literature, self-regulation skills need to be rearranged according to virtual learning to achieve academic success in distance education environments. It should be accepted that virtual identities are crucial to create participation in the classroom and support knowledge construction, and instructors should guide this. It is recommended to provide training to instructors and learners on the effective use of virtual identity and to carry out incentive activities to reflect self-regulation skills in the use of virtual identity and lessons.

scholarly journals DISTANCE LEARNING : SUCCESS REQUIRES SUPPORT

2017 ◽  
Vol 24 (2-3) ◽  
pp. 15 ◽  
Author(s):  
Wendy Lowe ◽  
Richard Malinski
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Distance Learners ◽  
Education Programs ◽  
Effective Distance ◽  
Learning Success ◽  
High Degree

As the ranks of distance learners grow and distance programs develop, the differing needs of students enrolled in such courses must be examined and supported. A sample model of how courses are adapted for distance learning at Toronto's Ryerson Polytechnic Umversity show how this institution has addressed these needs by providing a cohesive and unified support infrastructure. Ultimately, a high degree of co-operative collaborationbetween university and college departments is essential in creating effective distance education programs and resources. 

scholarly journals Identifying Components of a Successful Faculty-Advisor Program

2010 ◽  
Vol 30 (2) ◽  
pp. 35-52 ◽  
Author(s):  
Cynthia S. Wiseman ◽  
Holly Messitt
Keyword(s):  
Academic Success ◽  
Goal Setting ◽  
Academic Advising ◽  
Community College Faculty ◽  
Self Regulation ◽  
College Faculty ◽  
Faculty Members ◽  
Self Determination ◽  
Roles And Responsibilities ◽  
Faculty Advisors

While research models show that faculty advisors play an important role in academic advising, the data are limited regarding faculty conceptualization of their roles and responsibilities as advisors. In this study, we gather faculty perspectives about the components that have made the model effective in a large, urban, community college. Faculty members describe their strategies for developing student accountability, goal-setting abilities, and decision-making skills. They also discuss strategies for building student academic success and encouraging student self-regulation and self-determination. The described program has helped increase buy-in from faculty members undertaking advising via systematized delivery. The faculty feedback will help others design and implement advising programs proven to increase persistence and reduce attrition.

scholarly journals Understanding the Early Adjustment Experiences of Undergraduate Distance Education Students in South Africa

2019 ◽  
Vol 20 (3) ◽  
Author(s):  
Jenna Mittelmeier ◽  
Jekaterina Rogaten ◽  
Dianne Long ◽  
Mwazvita Dalu ◽  
Ashley Gunter ◽  
...  
Keyword(s):  
South Africa ◽  
Distance Education ◽  
Distance Learning ◽  
Distance Learners ◽  
Face To Face ◽  
Similar Work ◽  
Qualitative Thematic Analysis ◽  
Higher Education Experiences ◽  
Additional Support ◽  
The University

Much research in face-to-face contexts outlines the importance of early adjustment on students’ higher education experiences. However, few studies have replicated this research in distance learning contexts to unpack the early multifaceted adjustments associated with studying in absence of a physical campus. This is particularly needed from a Global South perspective, where countries like South Africa have become regional hubs for distance learners. To explore distance learners’ adjustment experiences, this study analysed results from a Student Adaptation to College Questionnaire (SACQ) with 320 distance learners at the University of South Africa, mixed with qualitative thematic analysis of open-ended questions. The results outlined key factors that impact distance learning experiences for students in South Africa, including demographic variables, class, language, and access to resources. These findings, compared with similar work in face-to-face contexts, suggest areas in need of additional support from distance education providers in South Africa and beyond.

scholarly journals Stories from Students in Their First Semester of Distance Learning

2015 ◽  
Vol 16 (4) ◽  
Author(s):  
Mark Brown ◽  
Helen Hughes ◽  
Mike Keppell ◽  
Natasha Hard ◽  
Liz Smith
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Video Data ◽  
Distance Learners ◽  
Digital Learning ◽  
First Semester ◽  
Digital Learning Environment ◽  
Black And White ◽  
Time Distance ◽  
First Time

<p>Online and distance learning is becoming increasingly common. Some would say it has quickly become the preferred or 'new normal' mode of study throughout the world. However, surprisingly little is known about what actually happens to first year distance students once they have enrolled in tertiary institutions; what motivates them and how they actually experience the transition to formal study by distance. This gap in the literature presents a challenge for distance education providers who worldwide are coming under increasing scrutiny in light of poor retention, progression and completion rates. Against this backdrop, the purpose of the current study was to gather insights and seek a deeper understanding from first-time distance learners about the nature of their experiences. The study was framed around Design-based Research involving a mixed method approach over three phases. This paper focuses on the third phase, which was the major component of the study. The lived experiences of 20 first-time distance learners were gathered, in their own words, using weekly video diaries for data collection. Over 22 hours of video data was transcribed and thematically analysed, from which five themes have been reported. The discussion reflects on the ways that video diaries have provided a unique insight around the complexities of distance learning — as distinct from campus-based learning. The paper concludes that the new digital learning environment made possible by the Internet offers a number of exciting possibilities for distance learners; however, more needs to be done by institutions to change the ‘lone wolf’ preconception of distance education and to avoid the ‘goulash approach’ to supporting distance learners. The lives of first-time distance learners are not black and white; they are complex shades of grey and this needs to be taken in to account when designing appropriate learning experiences and supports to ensure student success.</p>

scholarly journals Productive behavior in relation to the personal and regulatory characteristics of students in the educational process

2021 ◽  
Author(s):  
С.В. Хусаинова ◽  
М.В. Федоренко ◽  
Г.Ф. Шакирова
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Graduate Students ◽  
Self Regulation ◽  
Educational Process ◽  
Difficult Situation ◽  
Regulatory Processes ◽  
Information Interaction ◽  
The Relationship ◽  
Developing Society

В интенсивно развивающемся обществе и введении в обучение специальных автоматизированных технологий используемых при проведении занятий значительно облегчает учебный процесс. Цель статьи заключается в нахождении взаимосвязи личностных и регуляторных характеристик выявленных при построении обратной связи в учебном процессе для актуализации продуктивного поведения. Для нахождения вдохновляющего триггера продуктивного поведения авторами выявлен принцип обратной связи, определяющий форму информационного взаимодействия, контроль которого осуществляется системой приемов, направленных на его участников для оценки результатов и последующей их коррекции. Раскрыта сущность проявления саморегуляции заключающейся в функционировании регуляторных процессов планирования, программирования, моделирования и оценки результатов, а также регуляторно-личностными свойствами в установлении взаимосвязи между волевой саморегуляцией и склонностью к продуктивному поведению. Предложено рассмотрение построения обратной связи в формате сильно-структурированной среды (ФГОС, информационные платформы, удаленные формы обучения во время пандемии) оказывающей влияние на проявление стабильных и регуляторных характеристик обучающихся. Доказано, что введение дистанционного образования в вузе в постоянном формате приводит к повышению уровня нейротизма у 30% обучающихся и у 70% проявление отношения к дистанционному обучению как к трудной ситуации. Статья предназначена для исследователей в области автоматизированных технологий, педагогам, педагогам-психологам и аспирантам. In an intensively developing society and the introduction of special automated technologies used in teaching classes, it greatly facilitates the educational process. The purpose of the article is to find the relationship between personal and regulatory characteristics identified when building feedback in the educational process to actualize productive behavior. To find an inspiring trigger of productive behavior, the authors identified the principle of feedback, which determines the form of information interaction, which is controlled by a system of techniques aimed at its participants to assess the results and their subsequent correction. The essence of the manifestation of self-regulation is revealed, which consists in the functioning of regulatory processes of planning, programming, modeling and evaluation of results, as well as regulatory and personal properties in establishing the relationship between volitional self-regulation and the propensity for productive behavior. It is proposed to consider the construction of feedback in the format of a highly structured environment (FSES, information platforms, remote forms of education during a pandemic) that influences the manifestation of stable and regulatory characteristics of students. It has been proven that the introduction of distance education in a university in a permanent format leads to an increase in the level of neuroticism in 30% of students and in 70% of the manifestation of an attitude towards distance learning as a difficult situation. The article is intended for researchers in the field of automated technologies, educators, educational psychologists and graduate students.

scholarly journals An Exploration of Issues and Challenges Faced by Students in Distance Learning Environment

2019 ◽  
Vol IV (IV) ◽  
pp. 77-83 ◽  
Author(s):  
Asaf Niwaz ◽  
Qazi Waqas Ahmed ◽  
Sohail Kamran
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Qualitative Interviews ◽  
Distance Learners ◽  
Study Program ◽  
Assessment And Evaluation ◽  
Study Programs ◽  
Learning Programs ◽  
Distance Learning Environment ◽  
Study Participants

This paper investigates the issues and challenges encountered by students obtaining distance education in Pakistan. We conducted interviews with students obtaining distance education and they were enrolled in different study programs. Qualitative interviews were conducted to understand the perception of the study participants regarding the issues and challenges faced by them in learning. Students from five distance learning programs were selected and five participants from each study program were interviewed in this study. The findings reveal that distance learning students encounter impediment in their learning due to their personal circumstances, teachers’ related issues, and due to assessment and evaluation issues. These factors negatively affect distance learners learning experiences. Based on the study findings, we provide recommendations to universities for enhancing distance learners experience.

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