Pixel International Conferences

Online learning contexts promote pedagogical changes to foster students' success and prevent dropout. Teacher and student roles are expected to be redefined to fit the characteristics inherent in the status of teacher and students. Teaching should promote student autonomy, which, according to Holec's (1981) definition, implies the ability to take responsibility for learning. This focus on the student requires the development of competences at the level of self-regulation of learning and metacognitive strategies. That is, setting goals for learning objectives, identifying and developing appropriate strategies, reflecting on their learning, assessing their own progress. It was with this framework that we developed our work. We used a sample of 62 1st cycle students of both sexes who attend online education. It served as a basis for our work by Cubukcu (2009). The results point to the differentiation of teacher and student roles. However, the most indicated strategies are those that are less related to a reflection on learning. As a conclusion, we need a student to approach their strategies for greater autonomy.

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