Self-Regulated Learning v Self-Paced Learning



  • is the ability of learners to effectively engage in their own learning processes metacognitively, motivationally, and behaviorally (Zimmerman & Schunk, 1989)
  • an active and constructivist process whereby learners attempt to monitor, regulate,
    and control their cognition, motivation and behaviors after setting goals for their learning, are guided and restricted by their own goals and the learning environment they are in (Pintrich, 2000)
  • is a set of strategies that significantly affect learning (Whipp & Chiarelli, 2004)
  • it includes setting goals, using effective strategies for regulating learning, coding and repeating information, monitoring performance, asking for help when needed, and having confidence in one’s own skills (Dabbagh & Kitsantas, 2005; Zimmerman & Risemberg, 1997)
  • a learner who can self-regulate is organized, does careful planning, and makes keen observations and assessments (Butler & Winne, 1995)

Self-Paced Learning

  • a mode of learning that enables individuals to study online or with the help of portable technologies in their own time, at their own pace, and from their own place  (Naidu, 2008)
  • Self or learner paced distance and e-learning courses at universities are based on increased learner independence and flexibility, as learners can start their courses at any time during the year, and complete them at their own pace (Anderson et al., 2005)



Kocdar, S., Karadeniz, A., Bozkurt, A., Buyuk, K., 2018. Measuring Self-Regulation in Self-Paced and Distance Learning Environments. In International Review of Research in Open Distance Learning, Vol 19.(1), 25-43

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