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Makale Özeti:
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Distance education in the 21st century often relies on educational technology as the primary
delivery of teaching to learners. In distance education, the source of the information and the
learner do not share the same physical setting; therefore, the information is delivered by a variety
of methods. The new emerging tools that are used in online learning have changed the view of
pedagogical perspective in distance education. Although online learning shares some elements with
traditional classroom environments, the shared elements often take very different forms, and each
type of learning environment has distinct limitations and affordances. Because current practices
often compare or assess the effectiveness of online learning by comparing it with traditional
instruction methods, educators and researchers often find it important to consider the methods
and strategies that are used in classroom settings when designing online learning environments.
Online environments should provide opportunities for students to master necessary tasks by using
appropriate strategies, such as self-regulation. Self-regulation is one of the predictors of student
performance in both traditional and modern learning environments. In an online platform, when
students use strategies that are related to self-regulation, they can regulate their personal
functioning and benefit from the online learning environment by changing their behaviors
accordingly. Thus, it is important to explore and embed new interactive functions to the online
learning environments and lead learners to use self-regulatory behaviors in those learning
environments. This article discusses the importance of self-regulation in online environments, and
provides recommendations for best practices in the design and implementation of interactive
online learning environments with the self-regulated learning approach.
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