Applying Strategies of Self-Regulation and Self-Efficacy to the Design and Evaluation of Online Learning Programs

Abstract

This study is designed to address aspects of self-regulation and self-efficacy as they relate to critical issues in the design and evaluation of online learning programs. It begins with a discussion of the rapid growth of distance learning programs at all levels and across virtually all disciplines of educational programming. Much of this discussion is based upon the findings of research into the effects of embedded strategies on promoting the use of self-regulated learning strategies (SRLS) in an online learning environment [1]. And it discusses the ways in which the essential differences between face-to-face instruction and instruction through distance mechanisms relate to the readiness of individual learners to efficiently and effectively engage in learning, and key issues in instructional design.