Abstract
This chapter focuses on research around the field of self-regulation in online learning. The majority of studies in this field have concentrated on metacognitive regulation and not on the social, interactive aspect of self-regulation. This chapter will review relative research in the field of self-regulation and will also report on a study exploring the perceptions of fully online distance learners of four different types of reading activities in relation to some predefined dimensions of self-regulation. The authors were interested in finding out the extent to which the students self-regulated while participating in collaborative reading activities in different online settings. Findings of the study reinforce the significance of social learning, support the adoption of a different role for tutors and also underline the importance of investing in learning design. Implications for practice and future research are also discussed.
| Original language | English |
|---|---|
| Title of host publication | Research on e-Learning and ICT in education |
| Subtitle of host publication | technological, pedagogical and instructional perspectives |
| Editors | Panagiotes Anastasiades, Nicholas Zaranis |
| Place of Publication | Switzerland |
| Publisher | Springer, Springer Nature |
| Pages | 177-188 |
| Number of pages | 12 |
| ISBN (Print) | 9783319341255 |
| DOIs | |
| Publication status | Published - 2017 |
Keywords
- online learning
- self-regulation
- distance learners
- collaborative reading