Abstract:

There is a fast-growing development of distance education due to the current need for flexible and barrier-free teaching, overcoming temporal and geographical limitations. This requirement demands that higher education institutions make changes in how they conduct the teaching and learning process, basically:
a) rethinking about the instructional design;
b) moving to more adaptive courses; and
c) placing student at the center of the process, empowering them to control their own learning.

The literature in this area recognizes that involving collaborative and social components, such as co-regulation of learning, in instructional design, contributes to an iterative and reflective educational process. However, there is no clear understanding of how co-regulation and instructional design perform together.

We adopted an integrative literature review with the following objectives:
1) identify how instructional design is related to co-regulation strategies of learning, and
2) propose a framework of co-regulation practices. Screening was conducted in three databases (WoS, ERIC, and Scopus), resulting, at first, in 272 founded papers. After the eligibility criteria verification, only 4 papers remained to be considered on the present study.

The results obtained allowed the creation of a framework for instructional design for the use of learning co-regulation strategies. In conclusion, exploring the role of this design as a primary element for co-regulation processes can help create an encouraging environment for students to actively participate in their own learning, as well as in the development of their self-regulation skills.

Finally, we hope this study gives insights on how to improve students' experience in distance education.

Acknowledgement:
This work is financially supported by National Funds through FCT – Fundação para a Ciência e a Tecnologia, I.P., under the projects (https://doi.org/10.54499/UIDB/00194/2020) and UIDP/00194/2020 (https://doi.org/10.54499/UIDP/00194/2020). We would like to thank the Doctoral Program in Education of the Department of Education and Psychology at the University of Aveiro for subsidizing our registration and making it possible for us to take part in the INTED event. We would also like to extend our thanks to the Research Unit Center on Didactics and Technology in the Education of Trainers (CIDTFF), of which we are researchers, for their continued assistance and support.

Keywords:

Distance education, Learning design, Co-regulation of learning, Learning Strategies, Teaching Strategies, Framework, CoRL.