Abstract:

During the school lockdown in most parts of the globe, distance learning has caused a great deal of confusion in the organization of the educational process. However, at the same time, it has opened new opportunities to find alternative ways and forms to organize education, to pay more attention to active learning methods and strategies. To meet the challenges of distance learning, school educators, researchers and experts are embarking on a path of exploration and creative solutions that unanimously agree that more and more responsibility for their own learning lies with the students themselves. Therefore, more attention should be paid to the development of students' self-regulated learning skills.

Self-regulated learning (SRL) is defined as the learning strategies that students undertake to learn [1], plan learning activities, choose and apply learning methods, and reflect on and regulate their own learning processes. In order to make their learning perceptible and applied in practice, students set personal learning goals, monitor their progress toward those goals, and reflect on their learning to see if their strategies for achieving a particular goal have actually been useful. Studies have shown [2] that distance learning raises concerns about teaching and learning effectiveness. This is due to inadequate task strategy selection, mood adjustment, self-assessment, environmental structure, time management, and difficulty in seeking help due to technology-led learning. It is beginning to be recognized that distance teaching and learning are more psychologically difficult due to limited sensory information, and that students no longer have the opportunity to observe classmates, share their experiences and perceptions of their tasks in person, and learn the way they were used at school [3]. Many researchers have pointed out that self-regulated learning plays an important role in online learning [4], so it is necessary to promote the development of self-learning skills, which would allow successful participation in the learning process, encourage constructive, critical, creative thinking and responsibility for one's own learning when the ways to improve skills and use them in new situations are actively sought. [5].

The aim of this paper is to highlight what are new challenges for self-regulated learning for students at general education schools viewed from the perspective of teachers.

References:
[1] B.J. Zimmerman, „Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects“, American Educational Research Journal, vol. 45, no.1, p.p.166–183, 2008.
[2] J.C. Hong, Y.F. Lee, J.H. Ye, „Procrastination predicts online self-regulated learning and online learning ineffectiveness during the coronavirus lockdown“, Personality and Individual Differences, vol. 174,p.p. 2-8, 2021.
[3] E. Daukšienė, E. Trepulė, J. Naujokaitienė, „Kokybiško nuotolinio ugdymo link: mokyklų pirmosios išmoktos pamokos COVID-19 pandemijos metu“, Pedagogy, vol.142, no.2, p.p. 5-23, 2021.
[4] R.S. Jansen, van A. Leeuwen, J. Janssen, R. Conijn, L. Kester, „Supporting learners’ self-regulated learning in Massive Open Online Courses“, Computers & Education, 146, 103771, 2021.
[5] J. Matulaitienė, „Metamokymasis pradiniame ugdyme: mokslinės literatūros analizė“, Pedagogy, vol.143, no.3, p.p. 86-107, 2021.

Keywords:

Self-regulated learning, distance education and online learning, metacognitive awareness.