The Support and Promotion of Self-Regulated Learning in Distance Education
Distance education is characterized by the learner’s learning autonomy and active involvement. Both lead to self-regulated learning in the context of distance education, the support and promotion of which are explored in this study. In particular, the aim of this paper is to examine the relationship between self-regulated learning and distance education, as well as, to reveal the factors, identified through the definition of self-regulated learning, that distance education must take into account. For this purpose, literature review on self-related learning and distance education is carried out. The results of the literature review showed both that self-regulated learning is critically important for distance education and that its support in this context is realized by specific interactive educational materials, the instructor and the structure of the educational environment. The above variables must be considered in distance education programs in order to create productive environments for optimal learning.