An analysis of the profile of students’ learning selfregulation in distance learning pedagogy course

Abstract

Distance Education (DE) is a type of education that requires greater responsibility and commitment on the part of the student who will need to have great autonomy over their learning process. These aspects raise reflections and questions about the profile of the student enrolled in DE and, therefore, the present study examined the self-regulated learning profile of students enrolled in a Distance Education Pedagogy School from a private university. This is a field research, descriptive, with quantitative approach. The participants were 1,434 students who answered the scale Self-regulated Learning Online Questionnaire developed by Barnard-Brak, Lan and Paton (2010). The participants have a high self-regulation pattern, regarding setting goals and structuring the environment, and moderate regarding strategies for tasks, time management, search for help and self-assessment. The older the person, the more self-regulated the student is. Thus, the objective is to assist the researched faculty and course tutors to recognize the profile of their students regarding learning self-regulation, thus guiding them in which direction to follow in order to improve their pedagogical practice, as well as contributing for a better articulation of educational projects to educational learning processes in the context of distance learning courses.