Variations in Self-Regulation of Learning On-Line Versus On-Campus

This paper describes the results of a study that compared self- and co-regulation perceived strategy use of Master’s in Education students learning in two distinct learning environments. One cohort of students was studying predominantly face-to-face on-campus while the other studied predominantly on-line. Comparing the two cohorts enabled to contrast perceived regulation of learning strategy use. Subjects were postgraduate students in Educational Sciences studying in a French university during the academic year 2017–18. Data was collected using ERICA [12] which is a scale intended for measurement of six macro-level strategies of regulation of learning. The study found that two strategies differed in perceived frequency of use by students. The strategies were Individual Anticipation of materials and References (IAR) and Individual Tracking and Monitoring (ITM). Environmental conditions, instructional cues and group characteristics are discussed as potential explanations for the found similarities and differences. Future research directions are suggested to further explore the interplay between the ways students learn and environmental characteristics.