**4. Self-regulated learning**

The concept of self-regulated learning has been applied to the teaching and learning process to increase student achievement across age, educational levels, and delivery modes [17,18, 27-33]. It is most commonly defined as the ability to control the elements and circumstances that affect learning [17,18]. A useful framework is the six-dimension model, which consists of motive, method, time, social environment, physical environment, and performance [17,18, 19-21]. These dimensions address the questions why, how, when, with whom, where, and what. Figure 1 provides additional details about the dimensions. 3 The concept of self-regulated learning has been applied to the teaching and learning process to increase student achievement across age, educational levels, and delivery modes [17,18, 27–33]. It is most commonly defined as the ability to control the elements and circumstances that affect learning [17,18]. A useful framework is the six-dimension model, which consists of motive, method, time, social environment, physical environment, and performance [17,18, 19–21]. These dimensions address the

questions why, how, when, with whom, where, and what. Figure 1 provides additional details about the dimensions.

**Figure 1.** The cycle of self-regulated learning. **Figure 1.** The cycle of self-regulated learning.

Another commonly applied self-regulated learning framework consists of three phases—"the *forethought* phase refers to Another commonly applied self-regulated learning framework consists of three phases—"the *forethought* phase refers to processes and beliefs that occur *before* efforts to learn, the *perform‐*

processes and beliefs that occur *before* efforts to learn, the *performance* phase refers to processes that occur *during* behavioral implementation, and *self-reflection* refers to processes that occur *after* each learning effort" [21, p. 67]. Forethought is similar to *motive* in that it encompasses goal setting, motivation, and examining beliefs about learning. Performance is most closely related to *methods* as depicted Figure 1; it involves strategy identification, implementation, and monitoring of the strategies applied to determine their effectiveness. Methods might also include consideration of areas such as time management and social and physical environments in that learners must determine strategies to improve their performance by using time effectively, getting help from others, and eliminating physical distractors where and when they study. Finally, self-reflection consists of reviewing learning outcomes and comparing them to a standard. It is similar to the performance dimension in Figure 1, which involves

examining the achievement of goals and learning outcomes and determining the next steps.

*ance* phase refers to processes that occur *during* behavioral implementation, and *self-reflection* refers to processes that occur *after* each learning effort" [21, p. 67]. Forethought is similar to *motive* in that it encompasses goal setting, motivation, and examining beliefs about learning. Performance is most closely related to *methods* as depicted Figure 1; it involves strategy identification, implementation, and monitoring of the strategies applied to determine their effectiveness. Methods might also include consideration of areas such as time management and social and physical environments in that learners must determine strategies to improve their performance by using time effectively, getting help from others, and eliminating physical distractors where and when they study. Finally, self-reflection consists of reviewing learning outcomes and comparing them to a standard. It is similar to the performance dimension in Figure 1, which involves examining the achievement of goals and learning outcomes and determining the next steps.

the myth that online learning is synonymous with independent learning (although this is a possibility), and suggests strategies for collaboration. These three concepts can be applied to course design and instructor training to maximize the opportunities associated with distance learning and assist learners and instructors in developing the requisite skills and abilities for

The concept of self-regulated learning has been applied to the teaching and learning process to increase student achievement across age, educational levels, and delivery modes [17,18, 27-33]. It is most commonly defined as the ability to control the elements and circumstances that affect learning [17,18]. A useful framework is the six-dimension model, which consists of motive, method, time, social environment, physical environment, and performance [17,18, 19-21]. These dimensions address the questions why, how, when, with whom, where, and

The concept of self-regulated learning has been applied to the teaching and learning process to increase student achievement across age, educational levels, and delivery modes [17,18, 27–33]. It is most commonly defined as the ability to control the elements and circumstances that affect learning [17,18]. A useful framework is the six-dimension model, which consists of motive, method, time, social environment, physical environment, and performance [17,18, 19–21]. These dimensions address the

> 1. Motive. Identify purpose & goals

> > 2. Method. Learn & implement strategies

3. Time. Set priorities; manage time effectively. Avoid procrastination.

questions why, how, when, with whom, where, and what. Figure 1 provides additional details about the dimensions.

Another commonly applied self-regulated learning framework consists of three phases—"the *forethought* phase refers to processes and beliefs that occur *before* efforts to learn, the *performance* phase refers to processes that occur *during* behavioral implementation, and *self-reflection* refers to processes that occur *after* each learning effort" [21, p. 67]. Forethought is similar to *motive* in that it encompasses goal setting, motivation, and examining beliefs about learning. Performance is most closely related to *methods* as depicted Figure 1; it involves strategy identification, implementation, and monitoring of the strategies applied to determine their effectiveness. Methods might also include consideration of areas such as time management and social and physical environments in that learners must determine strategies to improve their performance by using time effectively, getting help from others, and eliminating physical distractors where and when they study. Finally, self-reflection consists of reviewing learning outcomes and comparing them to a standard. It is similar to the performance dimension in Figure 1, which involves

Another commonly applied self-regulated learning framework consists of three phases—"the *forethought* phase refers to processes and beliefs that occur *before* efforts to learn, the *perform‐*

4. Social Environment. Participate in a collaborative environment. Seek help when needed.

examining the achievement of goals and learning outcomes and determining the next steps.

3

what. Figure 1 provides additional details about the dimensions.

36 E-Learning - Instructional Design, Organizational Strategy and Management

success.

**4. Self-regulated learning**

**Figure 1.** The cycle of self-regulated learning.

**Figure 1.** The cycle of self-regulated learning.

5. Physical Environment. Evaluate the study envrionment. Eliminate distractors.

6. Performace. Reflect, monitor, adjust, revise goals.

While both frameworks are valuable, the former is particularly helpful in guiding learners. The specificity of the various areas needing consideration assists learners in analyzing their current practices in relation to their study approaches and making needed changes by following the cyclical process of goal-setting, strategy implementation, control of time and environmental factors, and review of performance. Goals can be set related to any of the dimensions (e.g., methods, time, social environment, physical environment) depending on individual strengths and weaknesses. Methods involve strategies for processing and acquiring knowledge and improving skill. In the case of language learning, strategies might focus on vocabulary learning with note cards, using the context to guess the meaning of words, recognizing error patterns in written grammatical usage, or using headings to find the main ideas in reading passages. Outside of language study, more general learning methods can be applied such as various strategies for reading (e.g., previewing, mapping main ideas and supporting details, asking questions, paraphrasing, and summarizing), studying and recalling information (e.g., listening, identifying transitional phrases, note-taking), writing (organiza‐ tion, idea development, revision, and editing), improving performance on assignments and tests (e.g., following instructions, understanding distractors in multiple choice tests, organiz‐ ing a response to a short answer or essay exam question), and interaction and discussion (teamwork, collaboration, class participation). Many methods or learning or strategies are applicable across content areas.

The six-dimension framework can serve as the foundation to online course design to assist learners in controlling the factors that affect their learning concurrent with gaining content knowledge for a given discipline or increasing skills to perform specific tasks. Course assign‐ ments involving goal setting, examining motive for learning, gaining awareness of various learning strategies, recognizing the role of the social and physical environments in learning, and monitoring and reflecting on performance can be integrated into the course. This design approach can increase the achievement of learning outcomes [27,29], particularly if the selfregulated learning components are required rather than optional; students rarely complete optional assignments. For many students, considering various approaches to learning is completely new, as illustrated in the following quotation from an English language learner who discusses his use of methods of learning, specifically, taking reading notes and composing study questions.

Taking this course helps me to know how important it is to use my study materials. Throughout my junior and high school, I always thought that using my study materials was a waste of time because I thought that I wouldn't really understand if I used my study materials compared to asking my teachers to explain how to do the activity. Every time I read an assignment my mind was not really focused. I didn't pay attention so I ended up not knowing what the assignment was all about. I didn't make notes of what I read or write down questions as I read the assignment or paragraph. But today I can say that using my study materials is really important.

This quote provides evidence that the learner has become more autonomous through the use of methods of learning. Instead of relying on the teacher to explain assignments, he has recognized that he can read, take notes, and write down questions to help him understand the material. This indicates self-regulation.
