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A Conceptual Study on Self-Regulation Skills in the Context of Virtual Identity Use in Distance Education

A Conceptual Study on Self-Regulation Skills in the Context of Virtual Identity Use in Distance Education
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Author(s): Esra Barut Tuğtekin (Inonu University, Turkey)
Copyright: 2022
Pages: 19
Source title: Handbook of Research on Managing and Designing Online Courses in Synchronous and Asynchronous Environments
Source Author(s)/Editor(s): Gürhan Durak (Balıkesir University, Turkey) and Serkan Çankaya (İzmir Democracy University, Turkey)
DOI: 10.4018/978-1-7998-8701-0.ch027

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Abstract

In distance education, instructor control over learners is limited compared to traditional settings. Learning in distance education includes the process of developing the virtual identity of the individual. Learners and instructors use their virtual identities to share ideas and promote themselves by participating in social. Therefore, this research aims to evaluate self-regulation skills in the context of virtual identity use strategies in distance education and to evaluate them in a conceptual framework. Considering the literature, self-regulation skills need to be rearranged according to virtual learning to achieve academic success in distance education environments. It should be accepted that virtual identities are crucial to create participation in the classroom and support knowledge construction, and instructors should guide this. It is recommended to provide training to instructors and learners on the effective use of virtual identity and to carry out incentive activities to reflect self-regulation skills in the use of virtual identity and lessons.

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