UDC 378.147

DOI: http://doi.org/10.15350/2409-7616.2023.2.29

Berman N.D.¹ (Khabarovsk, Russian Federation) – nina.berman@mail.ru, Bezmaternykh K.L.¹ (Khabarovsk, Russian Federation) – ks99tef3@gmail.com

¹Pacific National University

Abstract. Digitization and the transition to remote ways of working have influenced life, study and work in the 21st century. However, the onset of the COVID-19 pandemic provoked an even stronger, irreversible dependence on digital technologies in general and in online education in particular. Current trends in education suggest that working in a distance learning environment is becoming more common and may become the new normal over time. At this stage, it is expected that students already have some degree of competence for independent work. Effective and successful online learning requires self-regulated learning skills and the ability of students to control the learning process. The transition to distance learning during the pandemic has demonstrated that the lack of the ability to self-regulate and work effectively in the new educational environment causes students to have learning difficulties. The choice of ways to support a student’s self-regulated learning in an online environment is an urgent task and should be carried out taking into account the fact that the assistance provided should not only technically support the student in this educational context, but also contribute to the development of his skills of self-regulation and self-efficacy. The purpose of this work is to consider self-regulated learning of students in an online environment. Self-regulation and self-efficacy of a student in distance learning becomes one of the important factors for successful learning activities. Self-regulated learning of students in an online environment allows them to demonstrate their ability to develop their own learning goals, be able to plan the learning process, effectively use educational content and materials, be effective in the learning process, as well as regulate and conduct self-assessment of their learning outcomes.

Keywords: self-regulation, self-regulated learning, self-efficacy, online environment, distance learning, ways to support self-regulated learning, online education, motivation, emotions, learning strategies, digital tools.

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For citation: Berman N.D., Bezmaternykh K.L. Support for self-regulated learning in the online environment. CITISE, 2023, no. 2, pp. 335-344. DOI: http://doi.org/10.15350/2409-7616.2023.2.29