Grounded in the assumptions of self-regulated learning and metacognition as key competences in higher education, this study examines adult online students’ perceptions of the governance of their own learning. The research was guided by the question: Who governs your learning? A qualitative thematic analysis was conducted on 166 written reflections produced by adult university students within the context of a pedagogical training course.

The analysis identified six main themes: individual responsibility; self-regulation and time management; motivation, purpose and meaning; personal challenges and obstacles; the influence of context and others; and metacognition and personal development. Most participants recognised themselves as the primary agents of their learning trajectories, valuing autonomy and discipline, while also acknowledging constraining factors such as procrastination, fatigue, and external demands. The strong presence of metacognitive practices and reflective discourse indicates a high level of awareness of the learning process.

The findings suggest that, although learning governance is largely self-reported, it emerges from a dynamic balance between self-determination and contextual influences. These results reinforce the importance of fostering self-regulation skills and pedagogical strategies that support autonomous learning, particularly in online environments, where the student’s active role is increasingly critical to academic success.

Authors:
Maria de Fátima Goulão, Universidade Aberta, Portugal

About the Presenter(s)
Maria de Fátima Goulão is a professor at the Universidade Aberta in the Department of Education and Distance Education

See this presentation on the full schedule – Wednesday Schedule

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