**5. Acknowledgment**

I would like to acknowledge Dr. Ellen Bunker, her course design team, and the distance learning course instructors in the English as an International program at Brigham Young University Hawaii for their vision and diligent efforts in designing and teaching courses that support the development of self-regulation and student success.

### **6. References**


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

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.

This chapter has reviewed key findings from the literature on self-regulated learning and autonomy and applied them to distance learning. In particular, it has presented a model for self-regulated distance learning and research findings supporting the model. Example activities have been provided to demonstrate how the model can be applied to help distance learners develop strategies related to the six dimensions of self-regulated learning: motive, methods of learning, time, physical environment, social environment, and performance. In the case of English language learning courses, the use of embedded self-regulated learning activities results in improved language proficiency, satisfied learners, and increased capacity for self-regulation and autonomy. The pedagogy incorporated by this innovative course design model addresses the dual needs of learners to master content and develop learning skills and strategies. The latter allows learners to be successful in achieving their goals. The model does not prescribe specific pedagogical activities; these can be developed to fit the

context and learner using the six dimensions of self-regulated learning as guidelines.

I would like to acknowledge Dr. Ellen Bunker, her course design team, and the distance learning course instructors in the English as an International program at Brigham Young University Hawaii for their vision and diligent efforts in designing and teaching courses that

Anderson, N. J. (2002). *The Role of Metacognition in Second Language Teaching and Learning*. ERIC Clearinghouse on Languages and Linguistics (ED No. 463659), Washington, DC Anderson, N. J. (2004). Developing metacognitive awareness, In: *Extensive Reading Activities* 

Andrade, M. S., & Bunker, E. L. (2011a). *Developing Self-Regulated Distance Language Learners:* 

Andrade, M. S., & Bunker, E. L. (2009). Language learning from a distance: A new model for

Technology Enhanced Learning Environments, Barcelona, Spain

*for Teaching Language,* J. Bamford, & R. R. Day, (Eds.), pp. 175-180. Cambridge

*A Promising Practice*. Proceedings of the Fourth Annual Self-Regulated Learning in

of the dimension of performance:

**4. Conclusion** 

**5. Acknowledgment** 

**6. References** 

University Press

Since I can feel satisfy after improve my study means.

support the development of self-regulation and student success.

success. *Distance Education, 30,* 1, pp. 47-61


**7**

John Wall

*Ireland* 

*Waterford Institute of Technology* 

**Strategically Integrating Blended** 

**Learning to Deliver Lifelong Learning** 

One of the key challenges emerging that is likely to have a significant impact on education in the future is the rapidly changing environment of higher education. Costs continue to rise; budgets are typically shrinking, while demands for new services are growing. This is one of the drivers for an increasing need for distance education with pressure coming not only from non-traditional students seeking flexible options but also from administrative

Too often the implementation of computer-based learning has been based on solutions, which are developed based on the latest technological solutions rather than established learning theories (Sloan, 1996). There are many examples of unsuccessful initiatives using

Designing, developing and deploying programmes that are well organised, use multimedia to engage the learner using various intelligences, capturing the experiences and knowledge of the learners, while incorporating and promoting interactivity and training instructors to facilitate online delivery, demands a strategic decision to be made and adequate resources be made available. Blended or hybrid learning can address the potential shortcomings of a purely e-learning approach but only in the context of educators taking a strategic approach

With the broad choice available in terms of multimedia based learning solutions there is an increased recognition that it is down to finding the right blend and making sure it is well prepared that is key to attracting, retaining and motivating learners (Trasler, 2002). Blended learning can offer the advantages of both traditional classroom delivery and e-learning. Blended learning can affect the way people learn, can help to promote the experiential learning experience and enable or empower the learner. However, this is a complex undertaking. The challenge is how to configure the blended learning approach. Using a blended learning approach may overcome many of the concerns staff in educational institutions may have with integrating technology as part of the delivery of learning and also help "mitigate" the considerable costs that may be incurred in going to a totally online

Successful e-learning participants are highly motivated and self-directed, intellectually more mature, self-disciplined, older, serious and interested in coursework from which they will materially benefit (Schweizer, 2004). A study by Ramsden and Brown (2008) highlights that

directives to cut costs as well as private providers and corporate universities.

**1. Introduction** 

technology to address learning needs.

and planning appropriately.

delivery model.

