Οι Γραπτές Εργασίες και οι Ομαδικές Συμβουλευτικές Συναντήσεις ως σημαντικά παιδαγωγικά εργαλεία στην υποστήριξη στρατηγικών αυτο-ρυθμιζόμενης μάθησης στο περιβάλλον του ΕΑΠ

Abstract

This study explores the contribution of the written assignments and the contact sessions as far as the adoption of self-regulated learning strategies is concerned, in the educational environment of the Hellenic Open University. In particular, this paper examines how the mechanism of self-regulated learning is activated and promoted both by written assignments and contact sessions as well, in the context of learning autonomy 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 metacognitive strategies of self-monitoring and self-evaluation, the resource 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 the value of the written assignments and the contact sessions as pedagogical tools as far as the support of the above self-regulated learning strategies is concerned in the Hellenic Open University, pointing out simultaneously the significance of their thoughtful design and meaningful realization concerning their provision.