Searching for new meanings of self-regulated learning in e-learning environments

This study examined the relations of self-regulation, self-efficacy and elearning strategies in the e-learning environment. The participants were randomly selected 77 adult learners who were enrolled in one of the Korea's Digital Distance Universities. The result showed that 'time management' was the most significant predictor on academic achievement; only e-learning strategies significantly predicted academic achievement. In addition, the result indicated that the traditional framework of self-regulation and self-efficacy should not comprehensively deal with e-learning strategies. In summary, the current research results implies that there would be limitations in supporting self-regulation in e-learning environment if we rely on solely the models and schemes based on 17217 environment such as Zimmerman & Martinez-pons' and Pintrich & DeGroot's.