The Influence of Distance Education and Peer Self-Regulated Learning Mechanism on Learning Effectiveness, Motivation, Self-Efficacy, Reflective Ability, and Cognitive Load

Abstract

COVID-19 has resulted in the increased use of distance learning around the world. With the advancement of information technology, traditional classroom teaching has gradually integrated the Internet and distance learning methods. Students need to be able to learn on their own in a distance learning environment, so their ability to self-regulate their learning in a distance learning environment cannot be ignored. However, in previous studies on self-regulated learning, most learners learn alone. When they have academic doubts, they cannot obtain help and support from their studies, resulting in reduced learning outcomes. This study uses the peer self-disciplined learning mechanism to establish a distance teaching system that assists students and to improve their own learning status by meeting with peers at a distance. It can also help learners orient themselves by observing their peers’ learning status and goal considerations. The participants in this study were 112 college students in the department of information management. The control group used a general self-regulated teaching system for learning, and the experimental group used a distance learning system, incorporating peer self-regulated learning. The results of the study found that learners who used the distance peer learning mechanism were more effective than those who used the general distance self-regulated learning system; learners who used the distance peer-regulated learning mechanism had better motivation, self-efficacy, and reflection after the learning activity than those who used the general distance self-regulated learning system. In addition, with the aid of such mechanisms, learners’ cognitive load can be reduced, and learning effectiveness can be improved.