Self‐regulated learning ability of Chinese distance learners

Abstract

This study reports on self‐regulated learning (SRL) of Chinese distance learners by using a structured SRL scale. SRL of adult and lifelong learners is a well‐researched area, though its application within distance education is a new area of investigation. Open and distance learning lean heavily on self‐learning and self‐learning resources, though interaction at designated learning centers and online learning platforms is occasionally offered. In China, there is still persistence of the age‐old teacher‐centric model of teaching‐learning; and, within distance education offered largely by the radio and television universities, there is insistence for regular tuition classes at designated branch schools. At the backdrop of understanding and enhancing SRL of Chinese distance learners, the authors took up this research to find out the elements and levels of SRL ability among Chinese distance learners. Based on factor analysis (on 357 students for item analysis and on 600 distance learners for structural validity of the initial 117‐item scale), a standardized 54‐item Self‐regulated Learning Ability Scale was finalized and administered on a random sample of 2738 undergraduate learners (1630 males and 1108 females) from the Open Distance Education Centre of Beijing Normal University, P.R. China, doing an online course during 2009–10. The sample came from either senior high school (grade 12) or junior college (grade 14). Data on four dimensions of SRL—planning, control, regulating and evaluation—were analyzed using ‘t’ test for variables of gender, level of education and age. Results indicated that all the participants had above‐average levels of SRL in all the four dimensions of planning, control, regulating and evaluation. In so far as gender was concerned, male distance learners were better in SRL than female distance learners, especially in control (ie, content and resources) and all the evaluation dimensions. Though no age difference was found, students from junior colleges had better planning, regulating and evaluating abilities than those who came from senior high schools. These results have been discussed in the context of current changes in Chinese distance/online education and also in relation to the age‐old Chinese culture of learning. The results will also have implications for designing distance and online learning generally.

Self-Regulated Learning Skills of Undergraduate Students and the Role of Higher Education in Promoting Self-Regulation

“…As can be seen from the study of Celik (2012), it was found out that the prospective teachers who graduated from general high schools were more selfregulated than the ones graduated from Anatolian Teacher Trainer High Schools, which was also a result of this study. In line with our findings, Zhao, Chen and Panda (2014) determined that graduates of vocational secondary education institutions were more self-regulated than other high school graduates. The reasons behind these differences among secondary education institutions are beyond the scope of this research; therefore, further studies regarding this issue can be conducted.…”

“…Wolters and Pintrich (1998) found that gender did not lead to a difference in SRL. Pintrich and de Groot (1990) found that male students had higher self-efficacy perceptions than females, whereas Zhao, Chen and Panda (2014) found that male students were more self-regulated than females. In this context, the findings of this study are consistent with the findings of Turan ( 2009), Caprara et al (2008) and Zimmerman and Martinez Pons (1990).…”

Needs for and utilization of OER in distance education: a Chinese survey

“…Learner-oriented resource design should get more attention in the Chinese culture where teacher-centered instructions have been traditionally mainstreamed. As pointed out earlier in this paper, the recent Chinese policy change toward converting the existing radio and television universities to open universities in some instances (as in the case of BJOU) and to dual mode universities (Wei, 2010) shall demand from students more self-regulated learning abilities (Zhao, Chen, & Panda, 2012) and require distance teachers to look forward to appropriate and sustainable OERs in place of developing self-learning materials (the latter though has not been encouraging in the past).Teachers are not only users of current OER but also willing to make some contributions. From the learners' point of view, Conole and Ehlers (2010) also pointed out that:…”

As Estratégias de Aprendizagem Autorregulada (SRL) no Ensino EAD de Contabilidade

“…Quanto ao gênero, apenas para a dimensão Planejamento SRL foi possível inferir que há diferença estatística de médias, no qual as mulheres utilizam mais estratégias que os homens, corroborando parcialmente os estudos do Valle et al (2008), Zhao et al (2014). Vale mencionar que o estudo Lima Filho, Lima e Bruni (2015) encontrou o mesmo achado, considerando o ensino presencial.…”