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Self-regulation Strategies of Students Enrolled in a Distance and Online University Education Program

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Advances in Web-Based Learning – ICWL 2019 (ICWL 2019)

Part of the book series: Lecture Notes in Computer Science ((LNISA,volume 11841))

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Abstract

Mastering self-regulation strategies would seem to be essential in distance and online university studies since the workload is much greater and students need to be more independent and responsible for their own learning. By self-regulation strategies, we mean the student’s mental activities aimed at creating favorable conditions for learning, including managing their concentration, motivation, time and tasks. With the aim of identifying self-regulation strategies used or not by students enrolled in distance and online learning, an initial study of 1,060 students was conducted. Various analyses were carried out. The results indicate that at least 29% of students have difficulty setting and adhering to a study schedule and trouble getting down to work. They also have difficulty focusing on their course and maintaining attention and concentration. They generally feel tense or under pressure during their studies and afraid or worried when performing learning activities in a course. When they need help, they find it difficult to turn to other students and communicate with them in order to support their learning process. In addition, three respondent profiles were identified. They stand out in relation to strategies for task management, concentration and asking for help: (1) living alone, single and under 25 years old, (2) living with a common-law partner and 25 to 34 years old and (3) living with a spouse and children, 35 to 44 years old.

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Notes

  1. 1.

    In Quebec, post-secondary studies include college and university studies.

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Acknowledgements

This research studies was funded by grants from Quebec Research Fund - Society and Culture and Ministry of Education and Higher Education. We would like to thank Curt Ian Wright for the translation, and Janet Coulombe for editing.

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Authors and Affiliations

  1. TÉLUQ University, Quebec, QC, G1K9H6, Canada

    Louise Sauvé, Nicole Racette, Cathia Papi, Serge Gérin-Lajoie, Guillaume Desjardins & Sophie Marineau

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  1. Louise Sauvé
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  2. Nicole Racette
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  3. Cathia Papi
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  4. Serge Gérin-Lajoie
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  5. Guillaume Desjardins
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Correspondence to Louise Sauvé .

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Editors and Affiliations

  1. Magdeburg-Stendal University of Applied Sciences, Magdeburg, Germany

    Michael A. Herzog

  2. Comenius University in Bratislava, Bratislava, Slovakia

    Zuzana Kubincová

  3. Chongqing Academy of Science and Technology, Chongqing, China

    Peng Han

  4. Sapienza University, Rome, Italy

    Marco Temperini

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Sauvé, L., Racette, N., Papi, C., Gérin-Lajoie, S., Desjardins, G., Marineau, S. (2019). Self-regulation Strategies of Students Enrolled in a Distance and Online University Education Program. In: Herzog, M., Kubincová, Z., Han, P., Temperini, M. (eds) Advances in Web-Based Learning – ICWL 2019. ICWL 2019. Lecture Notes in Computer Science(), vol 11841. Springer, Cham. https://doi.org/10.1007/978-3-030-35758-0_16

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  • DOI: https://doi.org/10.1007/978-3-030-35758-0_16

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