Abstract
As a critical factor that affects the learning performance in distance education, self-regulated learning (SRL) has elicited considerable interest. Self-regulated learners can manage their learning activities efficiently but researchers indicate that learners have difficulties in SRL behavior. Thus, providing support to facilitate self-regulatory processes is important. E-learning has the potential to be a learning tool to examine students’ self-regulatory skills. New advances in technology, especially the development of Web 2.0 technology, have provided effective support for self-regulated learning. This study addresses the following research question: How can SRL be supported properly in E-learning environment? Because learning processes cannot be conceptualized without the sociocultural context this study investigate environmental variations between two samples of Mainland China and Hong Kong distance learners (N=289). The purpose is to chart the underlying relationships between learner self-regulation and distance education environments using regression analysis and to find differences of environmental factors and self-regulation in different cultural orientations. The study has found significant differences between Mainland China and Hong Kong distance students on demography variables except age characteristics. In the relation model however, no difference has been found. Self-regulation is to be equivalent in the two cultures and can be influenced by the same environmental factors.
Recommended Citation
Zhao, H., & Chen, L. (2016). How Can Self-regulated Learning Be Supported in E-learning 2.0 Environment: a Comparative Study. Journal of Educational Technology Development and Exchange (JETDE), 9(2). https://doi.org/10.18785/jetde.0902.01
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