This study examined how students with different demographic backgrounds adopt or fail to adopt self-regulated learning to engage in online distance learning. Survey data were collected from 295 students at Indonesia Open University.
To succeed in online distance learning where students are physically separated from teachers and peers, students must develop self-regulated learning skills to effectively manage their learning process. This study examined how students with different demographic backgrounds adopt or fail to adopt self-regulated learning to engage in online distance learning. Survey data were collected from 295 students at Indonesia Open University. Although students’ online learning self-efficacy and online self-regulated learning were above average, they reported low levels of confidence and abilities to seek help, develop task strategies, and allocate time for online learning. Their online self-regulated learning and online learning self-efficacy were significantly correlated. However, there were no significant relationships between online self-regulated learning and learning performance, and between online learning self-efficacy and learning performance. Furthermore, female and/or older students reported lower learning performance than male and younger students. Qualitative data from open-ended questions were analyzed to interpret the quantitative results. Recommendations for stakeholders of open universities were made to assist in students’ improvement of self-regulated learning skills and to address equity issues in Indonesian online distance learning and similar contexts.
Keywords: open university; online distance learning; online self-regulated learning; online learning self-efficacy
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ICE Institute telah melakukan penelitian kolaborasi dengan Universitas Terbuka (UT), Universitas Indonesia, Seamolec, dan Education University of Hong Kong dengan judul:
Learners’ Online Self-Regulated Learning Skills in Indonesia Open University: Implications for Policies and Practice
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