Ozkan Kirmizi



This study aims at exploring self-regulated learning habits of distance education students. Self-regulation can be defined as a process where learners take the initiative, with or without the guidance of others, in identifying their own needs, formulating goals, exploring resources, focusing on appropriate learning strategies, and evaluating learning outcomes. This study investigates self-regulated learning in terms of goal setting, environment structuring, time management, help seeking, self-evaluation, and metacognition. In the case of distance education learners, self-regulation assumes more importance due to the fact that distance education learners are supposed to direct their own learning process themselves. In order to collect data, Online Self-Regulated Learning Scale (OSLQ) and Motivated Strategies for Learning Questionnaire (MSLQ) were used. These two scales were adapted according to the scope of the study. The number of participants is 75. Results indicate that distance education learners must improve themselves in terms of their self-regulated learning habits.

Anahtar Kelimeler

self-regulation, self-regulated learning, distance education

Tam Metin:

PDF PDF (English)


Barnard, Paton and Lan, (2008). Online Self-Regulatory Learning Behaviors as a Mediator in

the Relationship between Online Course Perceptions with Achievement, International Review

of Research in Open and Distance Learning Volume 9, Number 2.

Bandura, A. (1986). Social Foundations of Thought and Action, Prentice-Hall, Englewood

Cliffs, NJ.

Beatty-Guenter, P. (2001). Distance education: does access override success? Paper

presented to the Canadian Institutional Research and Planning Association 2001conference,

Victoria, British Columbia.

Boekaerts, M. (1999). Self-regulated learning: Where we are today. International Journal of

Educational Research, 31(6), 445–457.

Chen, C. (2002). Self-regulated Learning Strategies and Achievement in an Introduction to

Information Systems Course, Information Technology, Learning, and Performance Journal,

Vol. 20, No. 1,

Curry, J., Haderlie, S., and Ku, T. (1999). Specified learning goals and their effect on

learners’ representations of a hypertext reading environment. International Journal of

Instructional Media 26(1), 43 – 51.

Hara, N., and Kling, R. (2003). Students’ distress with a web-based distance education course.

Turkish Online Journal of Distance Education-TOJDE 4(2)

Holmberg, B. (1995). Theory and practice of distance education. London: Routledge.

Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. New York:

Association Press.

Lynch, R. & Dembo, M. (2004). The Relationship Between Self-Regulation and Online

Learning in a Blended Learning Context, International Review of Research in Open and

Distance Learning, 8/4

Nonis, S. A., Philhours, M. J., & Hudson, G. I. (2006). Where does the time go? A diary

approach to business and marketing students’ time use. Journal of Marketing Education, 28,


Palloff, R. M., and Pratt, K. (1999). Building learning communities in cyberspace: effective

strategies for the online classroom. San Francisco: Jossey-Bass.

Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning.

Educational Psychologist, 36(2), 89–101.

Perkins, D. N. (1992). Technology meets constructivism: Do they make a marriage? . In T. M.

Duffy & D. H. Jonassen (Eds.), Constructivism and the technology of instruction: A

conversation (pp. 45-55). Hillsdale, NJ: Lawrence Erlbaum Associates.

Pintrich, P. R., Smith, D. A. F., Garcia, T., and McKeachie, W. J. (1991). A manual for the

use of the motivated strategies for learning questionnaire (MSLQ). 91-B-004. Ann Arbor: The

Regents of the University of Michigan.

Pintrich, P. R., D. A. F. Smith, T. Garcia, and L. Mackeachie. 1994. A manual for the use of

the motivated strategies for learning questionnaire (MSQL). Ann Arbor: University of


Schunk, D. H., & Zimmerman, B. J. (1998). Self-regulated learning: From teaching to selfreflective

practice. New York: London.

Schrum, L., and Hong, S. (2002). Dimensions and strategies for online success: Voices from

experienced educators. Journal of Asynchronous Learning Networks 6(1).

Thompson, M. M. (1998). Distance learners in higher education. In C. C. Gibson (Ed.),

Distance learners in higher education: institutional responses for quality outcomes (pp. 9-

. Madison, Wisconsin: Atwood Publishing.

Wang, A. Y., & Newlin, M. H. (2002). Predictors of Web-Student Performance: the role of

self- efficacy and reasons for taking an on-line class. Computers in Human Behavior 18 (2),

– 163.

Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In P. R. Pintrich, M.

Boekaerts, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 531–566). San Diego, CA:

Academic Press.

Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for

assessing student use of self-regulated learning strategies. American Educational Research

Journal, 23(4), 614- 628.

Zimmerman, B. J. (1989a). Models of self-regulated learning and academic achievement. In

B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement:

Theory, research, and practice (pp. 1-25). New York: Springer-Verlag.

Zimmerman, B. J. (1989b). A social cognitive view of self-regulated learning. Journal of

Educational Psychology, 81, 329-339.

Zimmerman, B. J., Greenberg, D., & Weinstein, C. E. (1994). Self-regulating academic study

time: A strategy approach. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of

learning and performance: Issues and educational applications (pp. 181-199). Hillsdale, NJ:

Lawrence Erlbaum Associates.

Zimmerman, B. J., & Risemberg R. (1997). Selfregulatory dimensions of academic learning

and motivation. In G. D. Phye (Ed.), Handbook of academic learning: Construction of

knowledge (pp.105-125). San Diego, CA: Academic Press.

Zimmerman, B. J., & Schunk, D. H. (2001). Self-regulated learning and academic

achievement: Theoretical perspectives (2nd ed.). Mahwah, NJ.: Lawrence Erlbaum Associates.


  • Şu halde refbacks yoktur.

Telif Hakkı (c)