**3.2.5 Social environment**

The social environment aspect of self-regulated learning involves seeking help from social sources such as peers, instructors, and tutors, and non-social sources, including reference books, the textbook and study guide, and the internet (Dembo & Eaton, 2000; Dembo & Seli, 2008; Zimmerman & Kitsantis, 1997). Self-regulated learners have the ability to determine when to work independently or seek help from others. They recognize when they have difficulty learning and need assistance and how collaboration with peers can be advantageous to completing learning tasks and accomplishing goals. They view seeking assistance as a positive strategy to help them learn successfully rather than viewing it as a negative reflection on their ability. When learners focus on mastery of the subject matter, set goals, and have positive views of their academic ability, they are more likely to seek help (Dembo et al., 2006). Learners need to acquire a positive attitude about seeking help and possess the necessary social skills to interact with other students effectively, work in groups productively, ask questions, and get help from their professors, tutors, and staff in learning support centers. The technology associated with distance learning readily supports and enhances use of the social environment and enables interaction and help-seeking. Online discussions, instructor office hours, shared narrated presentations, peer commentary on writing drafts, and various group projects are all relatively easy to accomplish, and can be used by course designers and instructors to create community among distance learners.

#### **3.2.5.1 Teach one another**

Learner attitudes toward help-seeking are important. Learners' educational and cultural backgrounds as well as their individual learning experiences affect their dispositions for seeking help. If they are accustomed to a system of competition and ranking related to learning, collaboration with peers may be unfamiliar and uncomfortable. Similarly, if they are not familiar with a free exchange of ideas and challenging the ideas of others (including those of the instructor), they may not value what other learners have to offer in terms of understanding course concepts.

The classroom environment—whether virtual or face-to-face—must be established as a safe space in which to ask questions, express lack of understanding, and share knowledge. This is supported in a distance learning environment as learners are separated physically, thereby creating a greater feeling of anonymity. However, one deterrent to establishing such an environment is when learners believe that all knowledge and information resides with the teacher and that they cannot learn from their peers, who lack expertise and experience. This perception must be overcome in order for the social environment to be an effective learning tool.

One institution's model of distance learning is designed to encourage learner self-regulation. The learning model on which all courses are based encompasses three steps (Brigham Young University Idaho, 2007). First, learners prepare for discussion by reading and studying course materials for the unit. Next, they teach each other by posting questions in the online course management system and responding to the questions of their peers. They may have responsibility to lead a discussion on an issue related to the topic and to reply to a set number of posts from other learners. The instructor monitors the discussion and responds to individual learners but in a way that does not limit or take control of the interaction so as to allow the learners to process and understand the material together. The instructor encourages learners to solve problems collaboratively by directing them to seek help from each other. The last step is to ponder and evaluate the learning experience for the week. This step consists of responding to specific questions related to the content and its application, and reflecting on the overall learning experience and how it could be changed or improved in the upcoming week.

In keeping with the theory of transactional distance (Moore, 1972, 2007), mentioned earlier in connection with the model of self-regulated distance learning, the lesson design described has sufficient structure to guide learners and give them direction. It encourages dialogue among learners and the instructor. Learners are provided with choices to support their capacity for autonomy, or self-direction, and learn strategies for becoming self-regulated. The instructor models how to respond appropriately to discussion posts in a way that respects diverse positions and opinions rather than indicating if answers are right or wrong. In this way, learners begin to develop more confidence in their own abilities as learners and in the viability of help from their peers. The instructor also holds weekly live office hours using Adobe Connect, thus furthering opportunities for dialogue.

#### **3.2.5.2 Tutorial preparation**

126 International Perspectives of Distance Learning in Higher Education

Set goals for what aspects of a task or assignment are to be accomplished in particular

Have an overall plan for time use during the week, leaving blocks of time to work on

As learners engage in the use of these strategies, they should continue to evaluate the challenges they have, the causes of these challenges, and the effectiveness of the strategies they are using, and make modifications in their study plans, time use, or physical

The social environment aspect of self-regulated learning involves seeking help from social sources such as peers, instructors, and tutors, and non-social sources, including reference books, the textbook and study guide, and the internet (Dembo & Eaton, 2000; Dembo & Seli, 2008; Zimmerman & Kitsantis, 1997). Self-regulated learners have the ability to determine when to work independently or seek help from others. They recognize when they have difficulty learning and need assistance and how collaboration with peers can be advantageous to completing learning tasks and accomplishing goals. They view seeking assistance as a positive strategy to help them learn successfully rather than viewing it as a negative reflection on their ability. When learners focus on mastery of the subject matter, set goals, and have positive views of their academic ability, they are more likely to seek help (Dembo et al., 2006). Learners need to acquire a positive attitude about seeking help and possess the necessary social skills to interact with other students effectively, work in groups productively, ask questions, and get help from their professors, tutors, and staff in learning support centers. The technology associated with distance learning readily supports and enhances use of the social environment and enables interaction and help-seeking. Online discussions, instructor office hours, shared narrated presentations, peer commentary on writing drafts, and various group projects are all relatively easy to accomplish, and can be used by course designers and instructors to create community among distance learners.

Learner attitudes toward help-seeking are important. Learners' educational and cultural backgrounds as well as their individual learning experiences affect their dispositions for seeking help. If they are accustomed to a system of competition and ranking related to learning, collaboration with peers may be unfamiliar and uncomfortable. Similarly, if they are not familiar with a free exchange of ideas and challenging the ideas of others (including those of the instructor), they may not value what other learners have to offer in terms of

The classroom environment—whether virtual or face-to-face—must be established as a safe space in which to ask questions, express lack of understanding, and share knowledge. This is supported in a distance learning environment as learners are separated physically, thereby creating a greater feeling of anonymity. However, one deterrent to establishing such an environment is when learners believe that all knowledge and information resides with the teacher and that they cannot learn from their peers, who lack expertise and experience. This perception must be overcome in order for the social environment to be an effective

time frame.

environment as appropriate.

**3.2.5 Social environment**

**3.2.5.1 Teach one another** 

understanding course concepts.

learning tool.

specific courses or assignments.

Learners can show responsibility for their learning by preparing for appointments with tutors and instructors, regardless of whether these appointments are face-to-face or through technology. In our distance language learning courses, learners have a weekly live tutorial session. To make this use of the social environment more efficacious, learners complete a worksheet that outlines the steps they need to take related to the appointment: be prepared, participate, ask questions, and practice. Being prepared focuses on doing the assignments for the week, writing down related questions to ask in the tutoring session, and making note of the date and time for the appointment. The steps of participating and asking questions involve making the learners aware that this is an opportunity for them to practice their speaking skills and having them record three things that they learned or found interesting from the session as a result of asking questions. The final step, practice, focuses on learners identifying two things they understand better as a result of the session and how they will use what they learned to improve their language proficiency. Similar steps can be followed for interacting with the instructor during office hours or collaborating with peers on assignments.

After the tutor session, learners compare how they prepared for appointments in the past with how they prepared when guided by the steps, how they can practice the skills learned in the session, and what they can do next time to prepare for their appointment. Thus they are reflecting, monitoring their performance, and setting and revising their goals. The effectiveness of this assignment is demonstrated by the following learner quotation:

Self-Regulated Learning Activities: Supporting Success in Online Courses 129

As part of the process of becoming self-regulated, learners should formulate a learning plan. This can be initiated as they consider their purposes for learning; identify their strengths and weaknesses through self-analysis and reflection; select and apply strategies related to learning, time, and physical/social environment; and consider the degree to which their performance results in goal achievement. Such a learning plan should involve four cyclical steps: self-observation and evaluation (i.e., identification of problems related to learning when, where, how often; effects of the problem; and contributing factors), goal setting and strategic planning (i.e., selection of strategies and when to use them), strategy implementation and monitoring (strategies used, when, how recorded and monitored, changes made), and strategic-outcome monitoring (Dembo & Seli, 2008). The last stage involves asking questions such as "Did I accomplish my goal?" "Which strategies were the

The ultimate goal of all of the activities and strategies provided to learners in a course is to develop their ability to regulate, or take responsibility for, their learning behaviours rather than the teacher monitoring progress (Dembo et al., 2006). A learning plan might consist of checklists, progress logs, tally sheets, or charts. In our distance language learning courses, learners chart their increases in reading speed and comprehension, track grammatical errors marked on their papers to find recurring weaknesses, and complete listening logs that provide a summary sentence and document the source of the material, length of time involved, and the number of times they listened to the excerpt. Learners also receive completed rubrics and feedback sheets from tutors and instructors. Similar activities and approaches can occur in any course to help learners monitor their progress, and make use of teacher feedback, comments, or test scores. The learning plan can take a variety of formats and encompass different sources of information, but at minimum, should be a record of goals and sub goals related to a learning challenge, strategies used, progress made, goal

Each self-regulated learning activity in our English language courses involves monitoring and evaluating performance. As learners complete a self-assessment or activity related to one of the dimensions of self-regulated learning, they are guided through a set of structured questions, rubrics, or charts designed to help them analyse their performance. Additionally, after completing all of the steps related to the activity, including the analysis stage, they write in their journals about the experience they had with the activity and what they learned from it. The instructor provides commentary on the journal entries, being careful to not give directives or make critical or judgmental remarks. The goal of the journal is to evaluate performance. Similar measures of performance might include think aloud protocols in which learners record (verbally or in writing) their thought processes as they perform a task

The journal also provides practice with written English. It is an authentic communicative situation in which the learner is conveying information to an audience. The learner is also applying and practicing good writing techniques, thereby reinforcing what has been taught in the course. In any distance course, writing is a useful method of learning in that it provides learners with the experience of expressing what they know about a topic. This act

with the goal of identifying reasons for their choices (e.g., see Anderson, 2004).

most and least helpful?" "What adjustments do I need to make?"

**3.2.6.1 Learning plans** 

revisions, and goal achievement.

**3.2.6.2 Reflective journal** 

Tutor session is one of my favorite parts. This is the time where I can practice my English, in speaking and listening. Before meeting and talking to my tutor, I did prepare myself by reading the assignment and read things that I'm going to talk to my tutor. . . . My tutor will give time to ask on things that I do not know, she will give me opportunity to share my ideas, or tell something on the topic. . . . Even I can learn something else like new phrases and words from her while she's speaking or the correct pronunciation. I'm not ashamed to ask her on things I do not know. I think this is a great opportunity for us as distance learners. My tutor also reminds me to do the home works and ask me to email the teacher or her when I have problems or difficulties during the course. I'm so grateful and thankful for my tutor. She's a great support to me.

### **3.2.6 Performance**

The dimension of performance involves self-observation and evaluation. It is an on-going process as learners increase awareness of self-regulation, select and implement strategies, compare goals with achievement, and determine the effectiveness of their methods of learning. They need to ensure that their self-appraisals are accurate, as denial of the need to change will result in no improvement (Dembo & Eaton, 2000). As instructors guide learners, they must encourage or require them to apply new methods of learning rather than reverting to those that are familiar.

The concept of metacognition, defined as "thinking about thinking" (Anderson, 2002, p. 2), has some overlap with the dimensions of self-regulated learning, and particularly, the dimension of performance. Similar to performance, metacognition connects various aspects of effective learning with an evaluative procedure. Metacognition has been described as a five-stage recursive process that involves preparing and planning, selecting and using appropriate strategies, monitoring, orchestrating, and evaluating (Anderson, 2002). The first stage involves setting goals and sub goals (cf. motive). Goal achievement depends on selecting appropriate strategies and knowing when to apply them (cf. methods of learning). As learners monitor their performance, or think about how they think and learn, they determine which methods are most appropriate and effective (cf. performance). They also orchestrate the use of strategies by applying multiple methods of learning and making associations among them (cf. methods of learning).

The evaluation stage (cf. performance) involves four parts which correspond to and assess learner effectiveness related to all five stages of metacognition. Learners review what they want to accomplish (preparing and planning), the strategies they are using (selecting and using appropriate strategies), their usefulness (monitoring), and additional strategies that may prove effective (orchestrating). The six dimensions of self-regulated learning as compared to the five stages of metacognition are broader in scope (i.e., cognition, metacognition, motivation, and behaviour) and specify additional categories (i.e., physical and social environment, time). These components are extremely relevant to distance learning. The stages of metacognition are useful, however, in conceptualizing how learners can think about the way they learn, and as such, are relevant to the dimension of performance. As with the stages of metacognition, the six dimensions of self-regulated learning are recursive. As learners set goals, apply strategies, consider their environment and use of time, they are continually reflecting, monitoring, and evaluating their performance.

#### **3.2.6.1 Learning plans**

128 International Perspectives of Distance Learning in Higher Education

The dimension of performance involves self-observation and evaluation. It is an on-going process as learners increase awareness of self-regulation, select and implement strategies, compare goals with achievement, and determine the effectiveness of their methods of learning. They need to ensure that their self-appraisals are accurate, as denial of the need to change will result in no improvement (Dembo & Eaton, 2000). As instructors guide learners, they must encourage or require them to apply new methods of learning rather than

The concept of metacognition, defined as "thinking about thinking" (Anderson, 2002, p. 2), has some overlap with the dimensions of self-regulated learning, and particularly, the dimension of performance. Similar to performance, metacognition connects various aspects of effective learning with an evaluative procedure. Metacognition has been described as a five-stage recursive process that involves preparing and planning, selecting and using appropriate strategies, monitoring, orchestrating, and evaluating (Anderson, 2002). The first stage involves setting goals and sub goals (cf. motive). Goal achievement depends on selecting appropriate strategies and knowing when to apply them (cf. methods of learning). As learners monitor their performance, or think about how they think and learn, they determine which methods are most appropriate and effective (cf. performance). They also orchestrate the use of strategies by applying multiple methods of learning and making

The evaluation stage (cf. performance) involves four parts which correspond to and assess learner effectiveness related to all five stages of metacognition. Learners review what they want to accomplish (preparing and planning), the strategies they are using (selecting and using appropriate strategies), their usefulness (monitoring), and additional strategies that may prove effective (orchestrating). The six dimensions of self-regulated learning as compared to the five stages of metacognition are broader in scope (i.e., cognition, metacognition, motivation, and behaviour) and specify additional categories (i.e., physical and social environment, time). These components are extremely relevant to distance learning. The stages of metacognition are useful, however, in conceptualizing how learners can think about the way they learn, and as such, are relevant to the dimension of performance. As with the stages of metacognition, the six dimensions of self-regulated learning are recursive. As learners set goals, apply strategies, consider their environment and use of time, they are continually

and thankful for my tutor. She's a great support to me.

**3.2.6 Performance**

reverting to those that are familiar.

associations among them (cf. methods of learning).

reflecting, monitoring, and evaluating their performance.

Tutor session is one of my favorite parts. This is the time where I can practice my English, in speaking and listening. Before meeting and talking to my tutor, I did prepare myself by reading the assignment and read things that I'm going to talk to my tutor. . . . My tutor will give time to ask on things that I do not know, she will give me opportunity to share my ideas, or tell something on the topic. . . . Even I can learn something else like new phrases and words from her while she's speaking or the correct pronunciation. I'm not ashamed to ask her on things I do not know. I think this is a great opportunity for us as distance learners. My tutor also reminds me to do the home works and ask me to email the teacher or her when I have problems or difficulties during the course. I'm so grateful

As part of the process of becoming self-regulated, learners should formulate a learning plan. This can be initiated as they consider their purposes for learning; identify their strengths and weaknesses through self-analysis and reflection; select and apply strategies related to learning, time, and physical/social environment; and consider the degree to which their performance results in goal achievement. Such a learning plan should involve four cyclical steps: self-observation and evaluation (i.e., identification of problems related to learning when, where, how often; effects of the problem; and contributing factors), goal setting and strategic planning (i.e., selection of strategies and when to use them), strategy implementation and monitoring (strategies used, when, how recorded and monitored, changes made), and strategic-outcome monitoring (Dembo & Seli, 2008). The last stage involves asking questions such as "Did I accomplish my goal?" "Which strategies were the most and least helpful?" "What adjustments do I need to make?"

The ultimate goal of all of the activities and strategies provided to learners in a course is to develop their ability to regulate, or take responsibility for, their learning behaviours rather than the teacher monitoring progress (Dembo et al., 2006). A learning plan might consist of checklists, progress logs, tally sheets, or charts. In our distance language learning courses, learners chart their increases in reading speed and comprehension, track grammatical errors marked on their papers to find recurring weaknesses, and complete listening logs that provide a summary sentence and document the source of the material, length of time involved, and the number of times they listened to the excerpt. Learners also receive completed rubrics and feedback sheets from tutors and instructors. Similar activities and approaches can occur in any course to help learners monitor their progress, and make use of teacher feedback, comments, or test scores. The learning plan can take a variety of formats and encompass different sources of information, but at minimum, should be a record of goals and sub goals related to a learning challenge, strategies used, progress made, goal revisions, and goal achievement.

#### **3.2.6.2 Reflective journal**

Each self-regulated learning activity in our English language courses involves monitoring and evaluating performance. As learners complete a self-assessment or activity related to one of the dimensions of self-regulated learning, they are guided through a set of structured questions, rubrics, or charts designed to help them analyse their performance. Additionally, after completing all of the steps related to the activity, including the analysis stage, they write in their journals about the experience they had with the activity and what they learned from it. The instructor provides commentary on the journal entries, being careful to not give directives or make critical or judgmental remarks. The goal of the journal is to evaluate performance. Similar measures of performance might include think aloud protocols in which learners record (verbally or in writing) their thought processes as they perform a task with the goal of identifying reasons for their choices (e.g., see Anderson, 2004).

The journal also provides practice with written English. It is an authentic communicative situation in which the learner is conveying information to an audience. The learner is also applying and practicing good writing techniques, thereby reinforcing what has been taught in the course. In any distance course, writing is a useful method of learning in that it provides learners with the experience of expressing what they know about a topic. This act

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of expression aids long-term memory of the ideas and content and also serves to help learners identify what aspects of the content may need to be reviewed or better understood. The following excerpt from a learner's journal demonstrates increased awareness as a result of the dimension of performance:

Time goes very fast. It is good for me to look back. My time management is better than before. Since I can plan my time more useful. It gives me a great power after finishing all my work after following the timetable. Second, I can put more attention on my study, since I have a good environment that is my bedroom. It is tidy for me to study and do my homework. After cleaning my bedroom, it is easy for me to find out some useful English book to study. I am sure I will use these method to improve my English . . . . Although sometime I will be tired, I still get more power to go forward. Since I can feel satisfy after improve my study means.
