Journal of Studies in Language, Culture and Society (JSLCS)
Volume 1, Numéro 1, Pages 169-176
2018-12-31
Self-regulated Learning As A Cornerstone Of Distance Education
Authors : Kadri Nawal .
Abstract
Advance in technology and communication has radically transformed all levels of education. With the easy access to various technological innovations and online tools, learning has gradually shifted towards computer-mediated classrooms with a wide availability of tools and resources most suited to learners’ learning differences and styles. Distance learning has recently been given great attention as it opens the doors to learners who seek to learn and develop their potential and skills despite age, space or time. Nevertheless, this exposure to myriads of technologies and online tools represents real challenges for learners like loss of control, time management deficiencies, lack of leadership skills, social networking addiction, etc. To minimise these challenges, educators need to focus upon the development of personal skills and help learners regulate their cognition, emotions and behaviour in order to manage the social learning environment. The ability to develop personal skills and regulate one’s own learning is defined as self-regulated learning. This personal constructive learning approach can be considered the cornerstone of an effective development of distance education. Throughout this study, we sought to explore this concept of self-regulated learning and explain how it relates to distance education. In an attempt to link the two constructs, the present paper derives its theoretical foundation from the social cognitive theory of Bandura and Zimmerman.
Keywords
distance education, self-regulated learning, social cognitive theory
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