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Makale Özeti:
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In distance education both the physical separation between learner and instructor,
and the use of technology create an educational environment that is characterized
by learning autonomy and the learner’s active involvement. Because of these, selfregulated
learning constitutes an inseparable concept of distance education. This
study explores the support and promotion of self-regulated learning in the
educational environment of the Hellenic Open University. In particular, this paper
examines how the educational material, as it is described in its institutional level of
function, supports specific self-regulating strategies of learning in the curriculum
provided by the Hellenic Open University. For this purpose, the study is based on
literature review of distance education and self-regulated learning. Thus, the
cognitive strategies of elobaration and organization, the metacognitive strategies
of goal-setting, self-monitoring and self-evaluation, the resourse management
strategies of seeking help, seeking information and time management, as well as,
the motivation are all included in the self-regulated aspects that are examined.
The results of the study indicate that the self-regulated learning is considerably
supported and promoted by the printed educational material at the Hellenic Open
Univesrity due to its interactive pedagogigal structure. However, it is pointed out
that it is possible to maximize the support provided through the improvement of
the present structures’ function.
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