Document Type
Conference Proceeding
Publisher
Association for the Advancement of Computing in Education
Faculty
Faculty of Community Services, Education and Social Sciences
School
School of Communications and Multimedia
RAS ID
2052
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.
Access Rights
free_to_read
Comments
This is an Author's Accepted Manuscript of: McMahon, M. & Oliver, R. (2001). Promoting self-regulated learning in an on-line environment. In C. Montgomerie & J. Viteli (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2001 (pp. 1299-1305). Chesapeake, VA: AACE.