Self-regulation in an Online Learning Environment: A Closer Look at Gender and Motivation Variables

DOI

10.2991/978-2-38476-333-7_14How to use a DOI?

Keywords

gender; motivation; online learning; self-regulation; writing

Abstract

Digital transformation has allowed me to learn how to write online. To learn successfully in the digital age, students are required to be able to self-regulate their online learning. This paper first describes the changing face from offline to online learning. It then sheds light on the theories of self-regulation in learning and, specifically, in the context of writing. It also highlights the application of self-regulation in an online learning environment. Furthermore, it seeks to look at the role of students’ individual differences, such as gender and motivation, in using self-regulation. At the end of this paper, I offer implications for future research regarding self-regulation and the role of individual differences among students.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Atik Umamah
PY  - 2024
DA  - 2024/12/26
TI  - Self-regulation in an Online Learning Environment: A Closer Look at Gender and Motivation Variables
BT  - Proceedings of the 5th International Conference on English Language Teaching (ICON-ELT 2024)
PB  - Atlantis Press
SP  - 168
EP  - 187
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-333-7_14
DO  - 10.2991/978-2-38476-333-7_14
ID  - Umamah2024
ER  -