Learner Autonomy and Self-regulation in eLearning

Abstract

The calibration concept refers to the accuracy of the perceptions that students have of their own academic performance. The studies point to its importance in self-control of metacognitive strategies. Metacognitive judgments play an important role in self-regulation of learning to provide information to students in order to enable them to make decisions in the learning tasks. In an online education system aspects related to self-regulation and self-efficacy gain particular relevance. Our results indicate that the difference between the actual grade and after performing the assessment task is higher when considered by default. A positive and statistically significant correlation between the two classifications (real and after) was found.

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