Kaliszewska-Czeremska, KatarzynaMatejczuk, Joanna2014-05-122014-05-122013Studia Edukacyjne, nr 27, 2013, s. 219-236978-83-232-2691-81233-6688http://hdl.handle.net/10593/10682The aim of this article is to present issues associated with the application of e-learning in the fi eld of education. We presume that the effi cacy, safety, and social perception of e-learning largely depend on its users, i.e. on students and teachers. The greater the willingness and competence of learners and educators to responsibly and creatively apply this method in the education process, the greater the chances of maximizing profi ts and minimizing risks connected with the use of distance learning at different levels of education. We narrow down the issue of willingness to the sphere of self-regulation, an indispensable factor in the process of becoming a conscious learner who is committed to and responsible for his or her own education according to the concept of Lifelong Learning. Availing ourselves of Julius Kuhl’s theory of action control (1987) we demonstrate how certain intrinsic predispositions of students and teachers, related to the implementation of their intentions, may determine a successful application of e-learning methods and, in consequence, foster the process of lifelong learning and support the ability to adapt to ever-changing external conditions.ple-learningaction controlself-regulationwillpowerLifelong LearningArtykuł