UNDERSTANDING THE COGNITIVE PROCESSES OF DISTANCE LEARNING STUDENTS: IMPLICATIONS FOR EDUCATION AND INSTRUCTIONAL DESIGN

Authors

  • Zokhidov Samandar PhD student at National University of Uzbekistan named after Mirzo Ulugbek

Keywords:

Self-regulated learning, metacognition, motivation

Abstract

Distance learning has become an increasingly prevalent educational modality, offering flexibility and accessibility but also presenting distinct cognitive demands for students. This article examines the cognitive processes involved in distance learning, drawing upon research from cognitive psychology, educational technology, and related fields. Key concepts explored include self-regulated learning, metacognition, motivation, and the role of technology-mediated interactions. The article highlights both challenges and opportunities associated with distance learning's impact on cognition, providing insights to support effective instructional design and student success in this context

References

cyberleninka.org/article/n/1168848

ejournals.bc.edu/index.php/ital/article/view/11077

www.e-iji.net/dosyalar/iji_2020_1_49.pdf

jetie.pubpub.org/pub/pf5gxtlm

poorvucenter.yale.edu/DigitalLearning

www.imperial.ac.uk/research-and-innovation/education-research/evaluation/what-can-i-evaluate/learning-and-understanding/self-regulated-learning/

jurnal.umsb.ac.id/index.php/aflj/article/view/3157

https://uz.wikipedia.org/wiki/Sirtqi_ta%CA%BClim

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Published

2024-03-28

How to Cite

Zokhidov Samandar. (2024). UNDERSTANDING THE COGNITIVE PROCESSES OF DISTANCE LEARNING STUDENTS: IMPLICATIONS FOR EDUCATION AND INSTRUCTIONAL DESIGN. World Bulletin of Social Sciences, 32, 71-73. Retrieved from https://scholarexpress.net/index.php/wbss/article/view/3981

Issue

Section

Articles