A Study of Self-regulated Learning Strategies for Distance Learners
YU Yi-bing~(1,2),LI Dong-yun~2,GE Ming-gui~1(1.Anhui Normal University,Wuhu 241000, China;2.Bozhou Radio &TV University,Bozhou 236800, China)
A study of self-regulated learning strategies is carried out among rural teachers enrolled in distance education. The study shows: the level of matacognitive self-regulation, time and study environment is better while the level of peer learning, help-seeking and effort regulation is worse comparatively; and middle-aged teachers do better in learning strategies than young teachers ,but there is no significant difference in gender. Multiple regression analysis finds that the strategies of matacognitive self-regulation, time and study environment have important interpretation effects on the level of distance self-regulated learning strategies.
【CateGory Index】： G728