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

  • Louise SauvéEmail author
  • Nicole Racette
  • Cathia Papi
  • Serge Gérin-Lajoie
  • Guillaume Desjardins
  • Sophie Marineau
Conference paper
  • 341 Downloads
Part of the Lecture Notes in Computer Science book series (LNCS, volume 11841)

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.

Keywords

Self-regulation strategies University studies Online courses 

Notes

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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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Louise Sauvé
    • 1
    Email author
  • Nicole Racette
    • 1
  • Cathia Papi
    • 1
  • Serge Gérin-Lajoie
    • 1
  • Guillaume Desjardins
    • 1
  • Sophie Marineau
    • 1
  1. 1.TÉLUQ UniversityQuebecCanada

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