Strategies to promote self-regulated learning in distance education

Abstract

Self-regulated learning is a key component of distance education, as it enables students to autonomously manage their learning process, positively impacting academic performance, time efficiency, and the strengthening of motivation. It is also closely linked to the development of digital competencies. However, many students lack these skills, which can affect their performance in environments with limited direct interaction with educators. The main objective of this study was to analyze effective strategies to promote self-regulated learning in distance education, aiming to enhance students' autonomy, motivation, and academic engagement. A qualitative approach and document analysis were used to gather information from various recent sources, allowing for the identification of the benefits of self-regulation in distance education and a better understanding of the associated strategies and challenges. The findings indicate that self-regulated learning in distance education is crucial for improving academic outcomes by fostering autonomy and control over the educational process. However, it faces challenges such as limited synchronous interaction and difficulties in managing time and emotions. Effective strategies include metacognitive reflection, the Pintrich model, self-monitoring, interactive tools, gamification, feedback, and Virtual Learning Environments, all of which support autonomous and motivating learning, optimizing the educational experience in this modality.