1. Home

Promoting Students' Self-Regulatory Learning Skills in Online Intercultural Learning

Egle Gerulaitiene, Natalija Mažeikienė

Abstract


The rapid growth of online distance education has implied the need to rethink delivery structures and pedagogical practices that were once appropriate (Beldarrain, 2006). Learning and teaching in a distance learning environment is a learning method that promotes interactivity, independence, and cooperation, creates favourable conditions for the students to work independently, improves accessibility of the studies, allows successfully handling work and studies and the same time, and ensures flexibility of the studies. Self-regulation is essential to the learning process. It can help students create better learning habits and strengthen their study skills, apply learning strategies to enhance academic outcomes, monitor their performance, and evaluate their academic progress (Zumbrunn et al., 2011). For students to be successful in an online course, it is necessary to work on pedagogical instruments and scenarios. The aim of the research presented in this article is to discuss the influence of online learning and pedagogical instruments and scenarios for promoting students’ self-regulatory learning skills.

Keywords


online learning; intercultural learning; intercultural education; pedagogical scenario; self-regulatory learning; self-regulatory learning skills; intercultural competence

Full Text:

PDF

References


Beldarrain, Y. (2006). Distance education trends: integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139e153. doi:10.1080/01587910600789498

Bromme, R., Hesse, F. W., Spada, H. (Eds.) (2005). Barriers and Biases in Computer-Mediated knowledge communication and how they may be overcome (5 ed.). New York: Springer.

Bryant, S., Khale, J., Schafer, B. (2005). Distance Education: A Review of the Contemporary Literature. Issues in Accounting Education, 20 (3), 255–272.

Holcomb, L. B., King, F. B., & Brown, S. W. (2004). Student Traits and Attributes Contributing to Success in Online Courses: Evaluation of university online courses. Journal of Interactive Online Learning, 2(3). http://www.ncolr.org/jiol/issues/PDF/2.3.4.pdf

Jarvela, S., & Jarvenoja, H. (2011). Socially constructed self-regulated learning and motivation regulation in collaborative learning groups. Teachers College Record, 113(2), 350-374.

Jonassen, D. H., Kwon, H. (2001). Communication patterns in computer mediated versus face-to-face group problem solving. Educational Technology Research and Development, Vol.49 (1), 35–51.

Kerr, M. S., Rynearson, K., & Kerr, M. C. (2006). Student characteristics for online learning success. Internet and Higher Education, 9(2), 91-105.

Schellens, T., Valcke, M. (2005). Collaborative learning in asynchronous discussion groups: What about the impact on cognitive processing? Computers in Human Behavior, 21 (6), 957–975.

Schwartz, D., Blair, K.P., Biswas, G. & Leelawong, K.(2007).Animations of Thought: Interactivity in the Teachable Agent Paradigm. In R. Lowe and W. Schnotz (Eds.), Learning with Animation: Research and Implications for Design (pp. 114-140). UK: Cambridge University Press.

Sherry, L. (1996). Issues in distance learning. [Electronic Version] International Journal of Education Telecommunication, 1(4), 337-365. Retrieved February 1, 2015 from http://www.cudenver.edu~lsherry/pubs/issues.html

Timmons, R. J. (2004). Working adults and online instruction. In D. Christopher (Ed.), E-World: Virtual Learning, Collaborative Environments, and Future Technologies (pp. 89-99). Reston, VA.: National Business Education Association.

Vrasidas, C., Zembylas, M. (2003). The Nature of Technology-mediated Interaction in Globalised Distance Education. International Journal of Training and Development, 7(4), 271–286.

Wang,A. Y., & Newlin, M. H. (2000). Characteristics of students who enroll and succeed in psychology web-based courses. Journal of Educational Psychology, 92,137–143.

Zimmerman, B. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), pp. 166-183.

Zimmerman, B.J.(2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. Zimmerman & D. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 1−37). Mawah, NJ: Erlbaum.

Zumbrunn, S., Tadlock, J., & Roberts, E. D. (2011). Encouraging Self-Regulated Learning in the Classroom: A Review of the Literature. MERC.




DOI: https://doi.org/10.17770/sie2015vol1.320

Refbacks

  • There are currently no refbacks.
Rēzeknes Tehnoloģiju akadēmija, 2016 © Atbrīvošanas aleja 115, Rēzekne, Latvija. Tālrunis: 28325368;
Jautājumus un ierosinājumus sūtiet uz helpdesk@rta.lv