The relationship between flexible and self-regulated learning in open and distance universities

Flexibility in learning provides a student room for volitional control and an array of strategies and encourages persistence in the face of difficulties. Autonomy in and control over one’s learning process can be seen as a condition for self-regulated learning. There are a number of categories and...

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Autores principales:	Per Bernard Bergamin, Simone Ziska, Egon Werlen, Eva Siegenthaler
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2012
Materias:	self-regulated learning flexible learning autonomous learning distance education Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/c3046b3da44241dbb63215deaf6e42e4
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spelling	oai:doaj.org-article:c3046b3da44241dbb63215deaf6e42e42021-12-02T18:03:25ZThe relationship between flexible and self-regulated learning in open and distance universities10.19173/irrodl.v13i2.11241492-3831https://doaj.org/article/c3046b3da44241dbb63215deaf6e42e42012-04-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1124https://doaj.org/toc/1492-3831 Flexibility in learning provides a student room for volitional control and an array of strategies and encourages persistence in the face of difficulties. Autonomy in and control over one’s learning process can be seen as a condition for self-regulated learning. There are a number of categories and dimensions for flexible learning; following professional publications, time, location, lesson content, pedagogy method, learning style, organization, and course requirements are all elements to consider. Using these categories and the dimensions of flexible learning, we developed and validated a questionnaire for an open and distance learning setting. This article reports on the results from a study investigating the relationship between flexible learning and self-regulated learning strategies. The results show the positive effects of flexible learning and its three factors, time management, teacher contact, and content, on self-regulated learning strategies (cognitive, metacognitive, and resource-based). Groups that have high flexibility in learning indicate that they use more learning strategies than groups with low flexibility. Per Bernard BergaminSimone ZiskaEgon WerlenEva SiegenthalerAthabasca University Pressarticleself-regulated learningflexible learningautonomous learningdistance educationSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 13, Iss 2 (2012)
institution	DOAJ
collection	DOAJ
language	EN
topic	self-regulated learning flexible learning autonomous learning distance education Special aspects of education LC8-6691
spellingShingle	self-regulated learning flexible learning autonomous learning distance education Special aspects of education LC8-6691 Per Bernard Bergamin Simone Ziska Egon Werlen Eva Siegenthaler The relationship between flexible and self-regulated learning in open and distance universities
description	Flexibility in learning provides a student room for volitional control and an array of strategies and encourages persistence in the face of difficulties. Autonomy in and control over one’s learning process can be seen as a condition for self-regulated learning. There are a number of categories and dimensions for flexible learning; following professional publications, time, location, lesson content, pedagogy method, learning style, organization, and course requirements are all elements to consider. Using these categories and the dimensions of flexible learning, we developed and validated a questionnaire for an open and distance learning setting. This article reports on the results from a study investigating the relationship between flexible learning and self-regulated learning strategies. The results show the positive effects of flexible learning and its three factors, time management, teacher contact, and content, on self-regulated learning strategies (cognitive, metacognitive, and resource-based). Groups that have high flexibility in learning indicate that they use more learning strategies than groups with low flexibility.
format	article
author	Per Bernard Bergamin Simone Ziska Egon Werlen Eva Siegenthaler
author_facet	Per Bernard Bergamin Simone Ziska Egon Werlen Eva Siegenthaler
author_sort	Per Bernard Bergamin
title	The relationship between flexible and self-regulated learning in open and distance universities
title_short	The relationship between flexible and self-regulated learning in open and distance universities
title_full	The relationship between flexible and self-regulated learning in open and distance universities
title_fullStr	The relationship between flexible and self-regulated learning in open and distance universities
title_full_unstemmed	The relationship between flexible and self-regulated learning in open and distance universities
title_sort	relationship between flexible and self-regulated learning in open and distance universities
publisher	Athabasca University Press
publishDate	2012
url	https://doaj.org/article/c3046b3da44241dbb63215deaf6e42e4
work_keys_str_mv	AT perbernardbergamin therelationshipbetweenflexibleandselfregulatedlearninginopenanddistanceuniversities AT simoneziska therelationshipbetweenflexibleandselfregulatedlearninginopenanddistanceuniversities AT egonwerlen therelationshipbetweenflexibleandselfregulatedlearninginopenanddistanceuniversities AT evasiegenthaler therelationshipbetweenflexibleandselfregulatedlearninginopenanddistanceuniversities AT perbernardbergamin relationshipbetweenflexibleandselfregulatedlearninginopenanddistanceuniversities AT simoneziska relationshipbetweenflexibleandselfregulatedlearninginopenanddistanceuniversities AT egonwerlen relationshipbetweenflexibleandselfregulatedlearninginopenanddistanceuniversities AT evasiegenthaler relationshipbetweenflexibleandselfregulatedlearninginopenanddistanceuniversities
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The relationship between flexible and self-regulated learning in open and distance universities

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