Variations in Self-Regulation of Learning On-Line Versus On-Campus

  • Jonathan KaplanEmail author
Conference paper
Part of the Communications in Computer and Information Science book series (CCIS, volume 1011)


This paper describes the results of a study that compared self- and co-regulation perceived strategy use of Master’s in Education students learning in two distinct learning environments. One cohort of students was studying predominantly face-to-face on-campus while the other studied predominantly on-line. Comparing the two cohorts enabled to contrast perceived regulation of learning strategy use. Subjects were postgraduate students in Educational Sciences studying in a French university during the academic year 2017–18. Data was collected using ERICA [12] which is a scale intended for measurement of six macro-level strategies of regulation of learning. The study found that two strategies differed in perceived frequency of use by students. The strategies were Individual Anticipation of materials and References (IAR) and Individual Tracking and Monitoring (ITM). Environmental conditions, instructional cues and group characteristics are discussed as potential explanations for the found similarities and differences. Future research directions are suggested to further explore the interplay between the ways students learn and environmental characteristics.


Self-regulation Co-regulation Self-regulated learning e-Learning Anticipation Monitoring Learning environment 


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© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Institut des Sciences et Pratiques d’Éducation et de Formation, Université Lumière Lyon 2, Laboratoire Éducation Cultures & Politiques, (EA 4571)LyonFrance
  2. 2.Laboratoire Cognitions Humaine et Artificielle, Université Paris Nanterre, (EA 4004)NanterreFrance

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