Resumo

PAVESI, Marilza Aparecida  e  ALLIPRANDINI, Paula Mariza Zedu. Analysis of self-regulated learning of students in distance learning courses according to the knowledge areas. Educ. Form. Tecnol. [online]. 2016, vol.9, n.1, pp.3-15. ISSN 1646-933X.  https://doi.org/10.1549/1646933Xv9n12015010600015.

The study had the objective of analyzing the self-regulated learning profile of students taking part in Distance Learning courses on three higher education institutions from different areas of knowledge. A total of 305 participants, 282 graduate students and 23 undergraduate students answered to a questionnaire having 12 questions about the students profile and to an Online Self-Regulated Scale of Learning Strategies, with 24 items distributed in six Factors (Goal Setting; Environment Structuring; Strategies for the Tasks; Time Management; Search for help and Self-evaluation). Data collection was carried out online by Google Forms and, also in person. Results showed a high level of self-regulation of students regarding the establishment of goals and environment structuring, and a moderate level of self-regulation regarding strategies for the tasks, time management, self-evaluation and searching for help. This last one was the factor that had a lower average among the factors. Regarding knowledge areas, students from Human Sciences have shown to be more self-regulated than those of the two other areas. Some studies are showing that many of the students attending Distance Learning do not have the knowledge needed for the good management of the interactive tools, besides the lack of time management for studies. Considering that, despite the increase in the offer of Distance Learning courses, there is still a restrict number of researches about this theme, specially, about the self-regulation of learning in Distance Learning and the formation of teachers and tutors, this paper aims to be a contribution to fill this gap.

Palavras-chave : Distance Learning; Learning Self-Regulation; Knowledge Areas.

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