Fostering Self- Regulated Learning Through Distance Education: A Case Study of M.PHIL Secondary Teacher Education Program of Allama Iqbal Open University

Abstract

Self-regulated learning (SLR) has been recognized as a pivotal antecedent of students' effective learning and academic achievement. A self-regulated learner can independently and effectively plan for learning , choose and use appropriate learning strategies and reflect and monitor learning progress. Self-regulated learning, for learners in general and for distance learners in particular, is inevitable for effectual learning process. Present study was focused to explore up to what extent distance education system is successful in fostering self-regulated learning among learners at higher level. An attempt was made to highlight the strategies used to foster self-regulated learning and students perceptions about effectiveness of these strategies. Views of teachers of distance education system were also sought to disclose their level of sensitivity, awareness and preferences for endorsement of self-regulated learning among students. Students of MS/M.Phil Secondary Teacher Education enrolled in Spring 2011 were taken as sample for the study. Focus group discussion and interviews were used as the tool for data collection. Data analysis revealed that teachers were very concerned about development of the skills required to regulate one's own learning among students of MS/ M.Phil program. Students considered the selflearning activities, assignments, presentations and reflection activities as very effective ones for transforming them into self-regulated learners. Moreover teachers were familiar with the potential factors that influence learners' ability to self-regulate their learning, in this context they suggested that more interactive course material and technology based assessment exercises can prove to be remarkable milestones on way to this destination.

The Effect of Flipped Classroom strategy using Blackboard Mashup tools in enhancing achievement and Self-Regulated learning skills of university students

“…A review of the previous studies indicated that these results agree with the results of: (Haroun& Sarhaan, 2015;Ozdemir;Zainuddin& Halili, 2016;Strayer, 2012;Talley & Scherer, 2013;Bradford et al, 2007;Ambreen, Haqdad & Saleem, 2016), who shown a positive effect of flipped learning model on Achievement. While the results did not agree with the results of (Shyu, 2014), who found no significant difference in the achievement, and (Blair, Maharaj & Primu, 2016) who reported a small progress effect of FCRS to enhance the Achievement.…”

“…A self-regulated learner could effectively and independently plan for learning, select/ use suitable learning approaches and reflect/ monitor learning growth. SRL is inevitable in the effective learning process (Ambreen et al, 2016).…”

Exploring Self Regulated Online Learning Skills of Efl Learners in Distance Education

“…It was recommended that programmes promoting teacher training and language teachers needed to spend time to metacognitive training so as to better comprehend learners and lead to autonomous and self-directed students (Oz, 2005). Likewise, according to Ambreen, Haqdad and Saleem (2016), affective, metacognitive, cognitive and motivational strategies namely learning strategies constituted self-regulated learning and using higher thinking of metacognitive strategies in writing and reading promoted self-regulation of the students. The study also indicated that distance education learners reported that they had high degree of self-regulated learning skills and metacognition and self-evaluation were among vital predictors of academic achievement at tertiary level.…”

Developing Self-regulated Learning Skills in University Students Studying in the Open and Distance Learning Environment by Using KWL Method

“…Zhao, Chen & Panda (2013), agreed with the idea, and they also emphasised that fostering self-regulated learning ability should be a key element at all levels of distance education courses. However, Ambreen et al (2016) pointed out that most teachers believe that teaching selfregulated learning strategies in the distance education context is not an easy job. Nevertheless, Pajares (2002) revealed that by using the social cognitive theory as a framework, teachers could work to improve their students' emotional states and to correct their faulty self-beliefs and habits of thinking (personal factors), to improve their academic skills and self-regulatory practices (behaviour), and to alter the school and classroom structures that may work to undermine student success (environmental factors).…”