University Students' Perceptions of Self-Regulated Learning in Distance Education: A Phenomenological Study

Abstract

Objective: The aim of this research is to examine the views of university students towards self-regulated learning in the distance education process. Methods: The research is carried out one of the qualitative research methods semi-structured in-depth with phenomenology pattern by interview method. The research was conducted with 15 students studying distance education at a university in the Central Anatolia Region. The data of the research were collected online using the Interview Form, which also includes the socio-demographic information of the students. The data obtained from the research were analyzed with the content analysis technique. The main themes and subthemes were formed from the collected data. Results: The findings obtained from the study consist of 40 themes, 11 main themes and 29 sub-themes. Main themes: Positive, Negative, Planning, Motivation, Self-learning, Online trainings, Educators, Problems originating from the individual, Learning strategies, Time Management, Subthemes: Self-regulation Skills, Effective lessons, Inability to communicate face-to-face, Technical Problems, Regular attendance to classes, Curiosity for learning, Doing research, Easy access to resources, Lack of motivation, Repeating, Being oriented towards life, Participation in classes, Making good use of time are grouped and exemplified. Conclusions: As a result of the research, it has been determined that there are factors that affect the education life of students positively and negatively in the distance education process. It has been found that students organize their learning processes in distance education in the form of planning, motivation, self-learning and delaying their pleasure.