**14. References**


based support systems through open and distance learning for enhancing teachers' professional knowledge which have implications in developing countries such as Bangladesh for language learning (Shohel and Shrestha, 2010). However, it remains still unclear to many practitioners whether the increasing power, affordability and availability of mobile technologies can be harness to enhance effective open and distance learning

The author would like to thank UKAID for funding the EIA programme and the UCEP Bangladesh authority for allowing him to carry out the research in their schools. He is also indebted to the colleagues from the EIA Base Office in Dhaka, Bangladesh who supported him enormously during the fieldwork of the research on pre-pilot intervention of the project. He also thanks the School Administrators and teachers of the UCEP schools who took part in research activities and helped him to understand their professional and school

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Hassel, E. (1999). *Professional development: Learning from the best*. Oak Brook, United States:

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*Following the leaders*. Oak Brook, United States: North Central Regional Educational

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activities based on the classrooms of the resource constrained Global South contexts.

**13. Acknowledgment** 

contexts.

**14. References** 

Action.

Commission.

Laboratory.

pp. 37-57.

Vol.24, No.3, pp. 351-360.

Kingdom: Longman.


**Part 3** 

**Distance Learning Pedagogy** 


**Part 3** 

**Distance Learning Pedagogy** 

108 International Perspectives of Distance Learning in Higher Education

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*development of teacher education.* Paris, France: United Nations Educational, Scientific

**6**

*USA* 

Maureen Snow Andrade *Utah Valley University* 

**Self-Regulated Learning Activities:**

**Supporting Success in Online Courses** 

Although most higher education institutions offer some form of distance education (Parsad & Lewis, 2008), learners may struggle with this mode of learning due to insufficient independence and discipline. Success in these contexts requires learner self-regulation, or the ability to control the factors and conditions that affect learning (Dembo, Junge, & Lynch, 2006). The Model of Self-Regulated Distance Learning (Andrade & Bunker, 2009, 2011b) has been successfully applied to online distance English language courses to increase learners' self-regulation, capacity for autonomy, course persistence, and language proficiency (Andrade & Bunker, 2011a). The model, based on the theories of transactional distance (Moore, 1972, 2007) and self-regulated learning (Schunk & Zimmerman, 1994; Zimmerman, 1994; Zimmerman & Risemberg, 1997), provides a framework to guide course designers and teachers in helping learners develop self-regulated learning behaviours as they master course content. The model is applicable to any course or content area. This chapter briefly reviews the theoretical underpinnings of the model and research that demonstrates its effectiveness. It then shares approaches and activities that can be embedded into distance courses to meet learners' diverse needs and educational backgrounds. These activities are

illustrated with examples of distance English language courses and learners.

and how to learn are controlled within the course or by the teacher.

Moore's theory of transactional distance involves three components: structure, dialogue, and autonomy. Structure consists of the objectives, assignments, due dates, textbook, schedule, and other organizational elements in a course. Dialogue involves interaction with the teacher, peers enrolled in the course, and agents of the institution. It might include email, telephone, video conferences, and written and oral assignment feedback. Autonomy has been defined numerous ways, but can best be conceptualized as involving two key components—choice and capacity. Choice refers to the learner's freedom to make decisions about learning, specifically setting goals, selecting materials, determining how and what to study, and evaluating performance (e.g., see Holec, 1981; Hurd, 1998b, 2005; Little, 1991, White, 2003). When learners do not have much input related to a course, the level of autonomy is low. In these cases, structure is high, meaning that decision-making about what

**1. Introduction** 

**2. Theoretical model**
