Flexible and Self-Regulated Learning in Open and Distance Universities

What is it about?

This research examines the relationship between flexible learning and self-regulated learning strategies in the context of open and distance learning (ODL) environments. Flexible learning is defined as the adaptability of learning to a student’s needs and circumstances, offering a range of choices in learning methods, pace, and content. The study explores how flexibility in learning environments, such as time management, teacher contact, and content, impacts students’ ability to employ self-regulated learning strategies. These strategies include cognitive, metacognitive, and resource-based approaches to learning. The research involved a survey conducted on students at distance universities, assessing their perceptions of learning flexibility and their use of self-regulated learning strategies.

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Photo by Brooke Cagle on Unsplash

Photo by Brooke Cagle on Unsplash

Why is it important?

The study is significant because it addresses a core aspect of modern education - the ability to learn autonomously and effectively in flexible and often remote learning environments. As distance education becomes more prevalent, understanding how flexibility in learning impacts student success is crucial. The findings highlight the positive effects of flexible learning environments on students’ use of various learning strategies. This is particularly relevant for designing educational programs and support systems in ODL settings, ensuring they cater to diverse learning needs and promote effective self-regulated learning. The research provides valuable insights for educators and institutions in enhancing student engagement and success in flexible learning environments. KEY TAKEAWAY: Flexible learning positively influences self-regulated learning strategies in distance education, enhancing students’ learning effectiveness.