Self-Regulation and Online Learning: Theoretical Issues and Practical Challenges to Support Lifelong Learning

Self-Regulation and Online Learning: Theoretical Issues and Practical Challenges to Support Lifelong Learning

Julia M. Matuga (Bowling Green State University, USA)
Copyright: © 2007 |Pages: 23
DOI: 10.4018/978-1-59904-319-7.ch007
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Abstract

This chapter illustrates theoretical issues and practical challenges to support lifelong learning, namely the development and use of self-regulation within online learning environments. Self-regulation, or the ability of students to plan, monitor, and evaluate their own learning is a critical skill for lifelong learning (Longworth & Davies, 1996; Zimmerman, 2002) and online learning (Niemi, Launonen, & Raehalme, 2002). While self-regulation may be and has traditionally been viewed and investigated from a social cognitive theoretical perspective, this chapter proposes that a Vygotskian view of self-regulation may be more applicable to investigating self-regulation within the social and cultural context of online teaching and learning. Case studies, personal essays, and contemporary research focusing on self-regulation in face-to-face and online environments are utilized to examine, discuss, and illustrate key challenges and strategies to support lifelong learning within online environments.

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