Author
Alpat, Muhammet Furkan, Parlak, Sude
Publication Place
Ibn Haldun University -
Ibn Haldun University
Subject
Ibn Khaldun studies journal (Online), 2025-08, Vol.10 (2)
Type
Book
Language
ara,eng
Digital
Yes
Manuscript
No
Library
Leitir Library
Library Asset ID
ISSN: 2651-379X, EISSN: 2651-379X, DOI: 10.36657/ihcd.2025.142
Record ID
cdi_doaj_primary_oai_doaj_org_article_72646db184e54dc3a5e3b2c775c8d71a
Library Location
DOAJ Directory of Open Access Journals
Notes
This study is a systematic literature review conducted to determine the "characteristics of self-regulated learners in open and distance education" in the light of international and national sources published in the 2022-2025 period. The research included 62 articles as a result of scanning with the keywords "self-regulated learning", "open education" and "distance learning" in databases such as Web of Science, Scopus, Google Scholar, ULAKBİM and YÖK Thesis Center. In the study, the findings coded under the headings of cognitive strategies, time management, motivational beliefs, procrastination behavior and social interaction were subjected to thematic coding independently by two researchers and comparatively synthesized. Findings showed that self-regulated learners excel in setting goals, planning their own learning environments, maintaining their intrinsic motivation, and participating in online social collaboration. It was also concluded that teacher presence, process-oriented evaluation and technology-supported feedback mechanisms strengthened the self-regulation skills of these students. The study emphasizes that student-centered approaches should be adopted in open and distance education designs and strategies that support self-regulation should be developed. This study presents a systematic literature review conducted on “characteristics of self-regulated learners in open and distance education” based on research published between 2022 and 2025. The review included 62 peer-reviewed articles identified through database searches in Web of Science, Scopus, Google Scholar, ULAKBİM, and the YÖK Thesis Center using the keywords “self-regulated learning,” “open education,” and “distance learning.” Extracted findings were thematically coded under dimensions such as cognitive strategies, time management, motivational beliefs, procrastination behavior, and social interaction by two independent researchers. Results indicate that self-regulated learners excel at setting learning goals, planning their own learning environments, maintaining intrinsic motivation, and engaging in online collaborative activities. Additionally, teacher presence, process-oriented assessment, and technology-supported feedback mechanisms have been found to enhance these learners' self-regulation capacities. The study underscores the importance of adopting learner-centered designs and integrating strategies that explicitly support self-regulation in open and distance education contexts.
Detaylı Başlık
Öz-Düzenleme: Uzaktan Eğitimde Öğrencinin Pusulası
