The influence of the openness of an e-learning situation on adult students' self-regulation

This article presents empirical research conducted with French speaking adults studying for a diploma. Their training took place mainly in e-learning. The goal of this research was to identify and explain the processes of influence existing between two specific dimensions: the degree of openness of...

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Autor principal:	Annie Jézégou
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2013
Materias:	openness environmental self-regulation self-regulated behavior need for autonomy need for social affiliation Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/4fa821f50c44406480c439ff0a98141c
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id	oai:doaj.org-article:4fa821f50c44406480c439ff0a98141c
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spelling	oai:doaj.org-article:4fa821f50c44406480c439ff0a98141c2021-12-02T18:03:24ZThe influence of the openness of an e-learning situation on adult students' self-regulation10.19173/irrodl.v14i3.14501492-3831https://doaj.org/article/4fa821f50c44406480c439ff0a98141c2013-07-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1450https://doaj.org/toc/1492-3831 This article presents empirical research conducted with French speaking adults studying for a diploma. Their training took place mainly in e-learning. The goal of this research was to identify and explain the processes of influence existing between two specific dimensions: the degree of openness of the components of the e-learning situation and students’ self-regulated behaviors in the management of these components. This research was based on the socio-cognitive theory of self-regulation (Bandura, 1986; Schunk & Zimmerman, 2007; Zimmerman, 2002) and on a theoretical definition of the notion of “openness” (Jézégou, 2005). It applied the “actantial model” (Greimas, 1966; Hiernaux, 1977) for analyzing data collected while using a specific validated instrument of assessment of openness (Jézégou, 2010a). The main results of this empirical work are the role played by three psychological dimensions in the influence processes identified. More empirical study is required to confirm their validity. Annie JézégouAthabasca University Pressarticleopennessenvironmental self-regulationself-regulated behaviorneed for autonomyneed for social affiliationSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 14, Iss 3 (2013)
institution	DOAJ
collection	DOAJ
language	EN
topic	openness environmental self-regulation self-regulated behavior need for autonomy need for social affiliation Special aspects of education LC8-6691
spellingShingle	openness environmental self-regulation self-regulated behavior need for autonomy need for social affiliation Special aspects of education LC8-6691 Annie Jézégou The influence of the openness of an e-learning situation on adult students' self-regulation
description	This article presents empirical research conducted with French speaking adults studying for a diploma. Their training took place mainly in e-learning. The goal of this research was to identify and explain the processes of influence existing between two specific dimensions: the degree of openness of the components of the e-learning situation and students’ self-regulated behaviors in the management of these components. This research was based on the socio-cognitive theory of self-regulation (Bandura, 1986; Schunk & Zimmerman, 2007; Zimmerman, 2002) and on a theoretical definition of the notion of “openness” (Jézégou, 2005). It applied the “actantial model” (Greimas, 1966; Hiernaux, 1977) for analyzing data collected while using a specific validated instrument of assessment of openness (Jézégou, 2010a). The main results of this empirical work are the role played by three psychological dimensions in the influence processes identified. More empirical study is required to confirm their validity.
format	article
author	Annie Jézégou
author_facet	Annie Jézégou
author_sort	Annie Jézégou
title	The influence of the openness of an e-learning situation on adult students' self-regulation
title_short	The influence of the openness of an e-learning situation on adult students' self-regulation
title_full	The influence of the openness of an e-learning situation on adult students' self-regulation
title_fullStr	The influence of the openness of an e-learning situation on adult students' self-regulation
title_full_unstemmed	The influence of the openness of an e-learning situation on adult students' self-regulation
title_sort	influence of the openness of an e-learning situation on adult students' self-regulation
publisher	Athabasca University Press
publishDate	2013
url	https://doaj.org/article/4fa821f50c44406480c439ff0a98141c
work_keys_str_mv	AT anniejezegou theinfluenceoftheopennessofanelearningsituationonadultstudentsselfregulation AT anniejezegou influenceoftheopennessofanelearningsituationonadultstudentsselfregulation
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The influence of the openness of an e-learning situation on adult students' self-regulation

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