**3. Approaches and activities**

114 International Perspectives of Distance Learning in Higher Education

Activities section of the chapter.) Leaners were also offered relevant activities for the dimensions of motive, methods of learning, and physical environment. As they completed the activities of their choice and evaluated their performance (the sixth dimension of selfregulated learning), they revised their goals, set new goals, and continued to monitor their progress. They were required to do one activity each week and report on the experience in their learner journals, which they submitted to the teacher. When they felt they had made sufficient progress with one dimension, they could work on another. They had a variety of choices involving the dimensions, the activities, and the number of activities they

The survey and related activity choices modelled the idea of taking responsibility for learning outcomes rather than depending on direction from the teacher. Structure was provided, as mentioned earlier, through various course components (e.g., study guide, calendar, due dates) as was dialogue in the form of announcements, e-mail reminders and assignment feedback, but choices were provided and the amount of structure and dialogue given varied across learners with the teacher being mindful of supporting the development

A key structural element of the course was the study guide, which provided objectives, an overview of course content and tasks for each week, an estimate of the amount of time it would take to complete readings and assignments, instructions, study tips, and links to course materials, which were available in the learning management system. Icons in the study guide represented the various elements of the course such as "communicate," "self-check," "submit assignments," and "tests and quizzes." These icons were easily recognized and used consistently to help learners identify the various sections of the study guide and corresponding information. The study guide served as the teacher's voice in the course and was comparable in many ways to what a teacher would say in the classroom to instruct and support learners. Dialogue was sometimes provided to the entire class, as in the case of general feedback about an assignment or clarifications of an upcoming task, but it was also individualized in the form of e-mails to learners who were behind schedule or missing assignments, for instance. Thus, structure, dialogue, and autonomy were variables in the course that were managed in such a way as to support the learner yet promote self-regulation. Overall, the study demonstrated that the model, designed to increase learners' levels of selfregulation and proficiency in the content area (in this case, English language ability) through interaction with course materials, self-regulated learning activities, and varying amounts of structure and dialogue, was effective in helping learners overcome challenges related to the distance learning mode. Learners reported that the self-regulated learning activities resulted in higher test scores and grades and improved learning skills and English

Actually, there are many choices and strategies to use in this distance education course. Those include daily schedule, using study guide and text book, place to study, strength and weaknesses being a language learner, and getting help. According to my

experience these are the important factors that can help me in this online course. Limitations of the study include self-reported data and a small sample size. One of the findings that must be addressed in future iterations of the course is learners' depth of reflection and the conceptualization of goals. Some learners formed very broad goals such as

participated in for each dimension.

proficiency. The following quotation illustrates:

of self-regulated learning.

Learners' diverse needs, including linguistic, cultural, and educational backgrounds, must be considered when planning course content and activities. Learners from countries across the globe are enrolled in the distance English language courses described in this chapter. Countries include Norway, Nigeria, China, Mongolia, Cambodia, India, Indonesia, the Philippines, Thailand, Japan, Korea, Taiwan, Hong Kong, Saipan, Tonga, Kiribati, Papua New Guinea, the Dominican Republic, and Chile, to name a few. Course design must take into account how to accommodate learners from various time zones, with differing levels of computer access and literacy, English language proficiency, study skills, and familiarity with distance learning. Perhaps the greatest differences we have encountered among learners is their technological knowledge base, which ranges from those who are true digital natives to those who need to access a computer at an internet café or get help from someone they know in order to navigate course technology. Knowing this, our courses are designed to accommodate a range of skill levels and largely focus on the use of basic Word processing tools and PDF documents to accommodate variations in internet speed, web accessibility, equipment, and software.

Due to cultural backgrounds and educational experiences, learners have a range of expectations for learner and teacher roles, which affect the learning process. One of the situations we have encountered is that many learners, across countries and cultures, are accustomed to teacher-centered instruction. Distance learning requires that learners possess a degree of independence and discipline. Thus, the idea of self-regulated learning, choice in activities, and monitoring performance may be new to learners. Differing cultural backgrounds also serve as the basis for interesting perspectives on readings and related discussions.

Beyond this, learners also have diverse purposes, concerns, and individual situations. Some learners can work on a course daily while others may only be able to access it on a weekly basis due to employment situations. This section focuses on approaches and activities for addressing learners' needs and assisting their development as self-regulated learners, and consequently, their success in distance course work.

#### **3.1 Preliminary design decisions**

Prior to designing actual course activities, and particularly those specific to self-regulated learning, other decisions must be made. One of the first of these is to determine whether the

Self-Regulated Learning Activities: Supporting Success in Online Courses 117

taking the course, and goals should be arranged by the instructor. This type of activity may be introduced as part of the motive dimension of self-regulated learning. In any case, course technology, content focus, and learning philosophies (including the emphasis on selfregulated learning) must be provided to learners preliminary to enrollment and early on in the course to prevent surprises and ensure the course is a good fit. It should also be addressed on an on-going basis as learners interact with each other and the instructor through discussion boards, presentations, e-mail communications, reflective journals, and

Possible types of activities corresponding to the six dimensions of self-regulated learning are indicated in Table 1. These have been used in distance English language courses. Course designers and teachers must consider student needs and specialized content characteristics as these will inform the choice, design, and structure of the activities. For instance, distance language learning has always been more problematic than acquiring knowledge in other subjects due to the need for interaction (Hurd, 2006). Second language acquisition theory indicates that learners must not only have comprehensible input (Krashen, 1985) (i.e., sources of reading and listening appropriate to the learner's proficiency level), but also

Motive – Why? Purpose: to determine reasons for learning; analyze strengths and

Activities: diagnostic instruments; surveys; reflection; discussion and video posts; live interactive conferences; self-talk analysis; value

Activities: evaluation; use of course materials; discipline-specific learning strategies; scaffolding & modeling; resources & guides;

Activities: analysis of use of time; logs and records; prioritization

Activities: e-mail; chat; social networking; blogs; live conferencing; learn from experts and successful peers; modeling; role play

Purpose: to utilize sources of help; seek collaboration; improve

Purpose: to restructure the physical environment to make it

Activities: analysis of environment; distracter classification;

Purpose: compare performance and goals; analyze & revise goals Activities: regular reflections; self-progress reports; teacher and peer

Purpose: to expand knowledge and use of effective learning

strategies; improve long-term memory & retrieval

Time – When? Purpose: to improve time management; increase self-esteem and

weaknesses; set goals

identification

study skill tips

communication

conducive to study

feedback Table 1. Example self-regulated learning activity types.

restructuring of the environment

sense of competence

live tutorials, as applicable.

Methods of Learning – How?

Social Environment – With Whom?

Physical Environment – Where?

Performance – What?

**3.2 Self-regulated learning activities** 

course will be synchronous (learners progressing through the course together, often with scheduled whole or small group activities via text and voice chat, video, television, or telephone) or asynchronous (learners doing assignments on their own with interaction activities not dependent on learners connecting simultaneously to course learning systems). With learners from all over the world, or at least across several time zones, which is typical of many distance learning contexts, an asynchronous approach may be appropriate although some synchronous activity can be built in through live peer or tutor interactions that accommodate learners' time zones and schedules. If regular interaction and fixed assignment due dates are characteristic of the course and learners are expecting to work independently without interaction, however, this will affect their reactions and adjustment to the course. To address differing expectations, information about course design and content must be clearly communicated prior to enrollment and after the course begins.

Course designers and instructors must also have a sense of prospective learners' access to and familiarity with technology. In cases where learners have challenges with power outages, expensive fees for internet use, or limited computer access, printed materials can be provided or other accommodations made. Some learners in our courses only have access to a computer and the internet once a week. We addressed this by providing a printed study guide and textbook (to accommodate lack of available, on-going computer access and power failures), and a CD-ROM (so as to not be dependent on the internet). Learners can work from these materials and do word processing and assignment uploads when they have access to a computer at an internet café, place of employment, or friend's home. Before they enroll, learners should be informed of the types of technology they will need to use (i.e., webcams, learning management systems, live interaction tools) so that they will be prepared with the necessary skills for the course from the beginning and will not fall behind and become frustrated due to unfamiliarity with technology-based tasks and learning systems. If learners do not have these skills, designers and instructors can provide related tutorials in the first week or so of instruction and gradually introduce course assignments and their related formats and technology on an on-going basis.

Another key area to address, as it impacts learners' reactions to and attitudes about selfregulated learning course components, is views about learning and learner/teacher roles. Learners may be accustomed to either a passive or an active role, summative rather than formative assessments, a negative or positive opinion of help seeking, teacher-centered or learner-centered instruction, dependence on an authority figure or independence, an external or internal source of motivation, rote learning as opposed to critical thinking, face to face interaction in contrast to technology-based social networking, and an externally set daily learning schedule rather than a variable self-created schedule. These factors all have an impact on student learning and success.

To address these cultural, educational, and individual differences, perspectives, and dispositions in the learning environment, the course designer and instructor must be aware of and ready to accommodate and ameliorate factors that affect academic achievement and successful learning outcomes. The institutional infrastructure (i.e., technology help, information sources, learning assistance) must also be designed to provide needed support. Familiarity with learners' backgrounds and expectations is critical prior to course design and can be accomplished through a needs analysis. If not part of the course itself, an assignment that asks learners to share previous experiences, expectations, motivations for taking the course, and goals should be arranged by the instructor. This type of activity may be introduced as part of the motive dimension of self-regulated learning. In any case, course technology, content focus, and learning philosophies (including the emphasis on selfregulated learning) must be provided to learners preliminary to enrollment and early on in the course to prevent surprises and ensure the course is a good fit. It should also be addressed on an on-going basis as learners interact with each other and the instructor through discussion boards, presentations, e-mail communications, reflective journals, and live tutorials, as applicable.
