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Abstract
Self-regulated learning (SRL) has become a pivotal construct in contemporary accounts of effective academic learning. I examine several areas of theory and empirical research, which are not prominently cited in educational psychology's research into SRL, that reveal new details of what SRL is and how students develop productive SRL. I interpret findings from these investigations to suggest that nondeliberative, knowledge-based elements are inherent in the processes of SRL, and in learning more generally. Several topics for future research are sketched based on an assumption that learning effectively by oneself will remain a goal of education and can be an especially revealing context in which to research SRL.
... The self-regulated processes that support learning must be taught to students by teachers in order to foster SRL in the classroom. These procedures frequently involve setting goals, planning, self-motivation, attention control, flexible use of learning strategies (Kuhl, 1985;Corno, 1993;Schraw & Moshman, 1995;Harnishferger, 1995;Winne, 1995, Wolters, 1998Winne & Hadwin, 1998;Wolters, 2003;Zimmerman, 2004). ...
... According to Winne (1995), Learners must be able to control their attention in order to self-regulate. It takes a lot of self-monitoring to effectively regulate the cognitive process of attention (Harnishferger, 1995). ...
... It takes a lot of self-monitoring to effectively regulate the cognitive process of attention (Harnishferger, 1995). This procedure frequently requires cleansing the mind of distracting thoughts and looking for circumstances that are helpful for learning (Winne, 1995). According to research, students' academic results improve with focused time spent on task (Kuhl, 1985). ...
Students become experts in their own learning through the process of self-regulated learning (SRL). Neither being a mental capacity nor a performance dexterity, self-regulation is the self-directed procedure through which learners translate their psychological capacities into task-related skills in several situations, such as academics, athletics, music, and health. In addition to the conceptualization and describing the intellectual environment in which the construct of self-regulated learning developed, this chapter discusses definitions and characteristics of self-regulated learning. Additionally, various models of the construct as well as the factors determining are also discussed.
... 13. Curriculum mapping can help cultivate students' metacognitive skills (e.g., Angelo, 2009;Coutinho, 2007;Ellis, 2014;Fooladvand, 2017;Vrugt & Oort, 2008;Gul & Shehzad, 2012;Landine & Stewart, 1998;McGuire & McGuire, 2016;Murray, 2016;Young & Fry, 2008;Zhao, Wardeska, McGuire, & Cook, 2014); can foster self-directed learning (e.g., Alexander, 1995;Ambrose, Bridges, DiPietro, Lovett, Norman, & Mayer, 2010;Boekaerts & Niemivirta, 2000;Corno, 1995;De Corte, Verschaffel, & Op't Eynde, 2000;Delen & Liew, 2016;Lee, Watson, & Watson, 2019;Moos & Ringdal, 2012;Pintrich, 2000;Pressley & Afflerbach, 1995;Randi & Corno, 2000;Rasheed, Kamsin, Abdullah, Kakudi, Ali, Musa, & Yahaya, 2020;Schunk, 1995;Sung, 2006;Winne, 1995;Zimmerman, 1995Zimmerman, , 2000Zimmerman and Schunk, 1989); and can vitalize students' sense of self-efficacy (e.g., Bandura, 1994Bandura, , 2012Heslin & Klehe, 2008;Honicke & Broadbent, 2016;Maddux & Gosselin, 2012;Pajares, 2003, Usher & Pajares, 2008Zimmerman, 2010). Maps empower students to plan, monitor, and evaluate their progress on numerous goals at varying levels across the curriculum, while helping them think through their own learning goals and pathways to achieve them. ...
... Contemporary conceptions of SRL are complex, dynamic, and not easily defined (Panadero, 2017). Core principles that have persisted for decades have posited that SRL involves an interplay of cognitive, metacognitive, behavioural, and motivational domains of learning that the learner modulates to achieve learning goals (Panadero, 2017;Pintrich, 2004;Winne, 1995). The self-regulated learner possesses the metacognitive ability to monitor learning, the cognitive assets to generate internal feedback (rather than solely relying on external feedback), and a behavioural aptitude to seek feedback from reliable sources (Hattie & Timperley, 2007). ...
Background
Formative online multiple‐choice tests are ubiquitous in higher education and potentially powerful learning tools. However, commonly used feedback approaches in online multiple‐choice tests can discourage meaningful engagement and enable strategies, such as trial‐and‐error, that circumvent intended learning outcomes. These strategies will not prepare graduates as self‐regulated learners, nor for the complexities of contemporary work settings.
Objectives
To investigate whether providing only a score after formative online multiple‐choice test attempts (score‐only feedback) increases the likelihood of students to engage in self‐regulated learning compared with more directive feedback. Measurable outcomes included deeper learning, collaboration, information seeking, and satisfaction.
Methods
Data in this mixed methods study were collected from nursing students through surveys, test results, focus groups, and student discussion board contributions. A quasi‐experimental design was used for quantitative data, and qualitative data were analysed thematically against domains of self‐regulated learning.
Results and Conclusions
Students receiving score‐only feedback were more cognitively engaged with the content, collaborated constructively, and sought out richer sources of information. However, it was also associated with lower satisfaction. In this study, minimal feedback created states of uncertainty, which resulted in the activation of self‐regulatory actions.
Implications for Practice
Providing overly directive feedback for formative online multiple‐choice tests is conducive to surface‐level learning strategies. By minimising feedback and allowing for extended states of uncertainty, students are more likely to regulate their learning through self‐assessment and problem‐solving strategies, all of which are required by graduates to meet the challenges of real‐world work settings.
... Garrison (1997) also explained that self-monitoring is the learners' responsibility to construct personal meaning in learning. Self-monitoring also includes self-regulated strategies (e.g., Winne, 1995;Zimmerman, 1989) and meta-cognitive strategies, such as critical thinking and reflection. The third dimension, self-management, is related to task control. ...
Background
Online learning has become more prevalent over the past three decades, especially during the COVID‐19 pandemic. Educators and scholars have increasingly emphasized the significance of self‐directed learning (SDL) on successful learning outcomes in online learning environments.
Objectives
The purpose of this study was to synthesize the research on the effects of SDL on learning achievement in online learning environments.
Methods
This study synthesized the research findings on the effects of SDL on learning achievement in online learning environments using a meta‐analysis method. We analysed 152 samples from 43 studies that have reported the effects of SDL on learning achievement or correlations in online learning.
Results and Conclusions
The overall effect size of SDL on learning achievement in online learning showed a medium effect size (g = 0.508). The dimensions of SDL moderated the effects of SDL on learning achievement, and the effects of self‐management were statistically smaller than motivation and self‐monitoring. The types of learning achievement, learning domains, and participant levels did not moderate the effects of SDL on learning achievement. However, the effects of SDL on learning achievement in the cognitive domain were significantly smaller than the effects of SDL in the affective domain.
What Are the 1 or 2 Major Takeaways from the Study?
This study confirmed the importance of SDL in online learning environments. SDL can be effective for any learner group, not just for adult learners, in online learning environments. Online instructors should facilitate students' self‐management to obtain successful learning achievement.
... However, developing SRL at a young age has its advantages since children are more likely to change their habits during these crucial early years and are motivated to learn, which may fade over time (Hattie & Marsh, 1996). SRL develops throughout childhood and adolescence (Winne, 1995), and the educational environment may influence its development (Dent & Koenka, 2016). A study on SRL in science education among middle-school students (7th grade) conducted by Berglas-Shapira and her colleagues (2017) found that explicit instruction regarding SRL was necessary. ...
Online learning has significantly evolved in recent years. Although it allows for greater flexibility, studies show that this flexibility also poses a challenge for individual learners who are required to manage their schedules and complete specific tasks independently. Therefore, success in an online learning environment relies heavily on the learner's self-regulated learning (SRL) and ability to act independently and be active in the learning process. SRL is a dynamic ability that can be improved with proper guidance. This good practice report discusses a workshop that guides teachers to identify and enhance their students' SRL. It focuses on engaging in learning processes while examining six SRL dimensions: goal setting, learning environment, learning strategy, time management, seeking help, and self-evaluation.
... Factors external to the learner include access to information, characteristics of sources of information, software tools designed to support learning in various ways and time allowed for work. Examples of factors internal to the learner include knowledge, misconceptions, biases for ways of working, topical interests, and a disposition to interpret slow progress as a signal of low ability versus need to apply more effort (see Winne [22,18]). ...
Over the last ten years learning analytics (LA) has grown from a hypothetical future into a concrete field of inquiry and a global community of researchers and practitioners. Although the LA space may appear sprawling and complex, there are some clear through-lines that the new student or interested practitioner can use as entry points. Four of these are presented in this chapter, 1. LA as a concern or problem to be solved, 2. LA as an opportunity, 3. LA as field of inquiry and 4. the researchers and practitioners that make up the LA community. These four ways of understanding LA and its associated constructs, technologies, domains and history can hopefully provide a launch pad not only for the other chapters in this handbook but the world of LA in general. A world that, although large, is open to all who hold an interest in data and learning and the complexities that follow from the combination of the two.
... Meanwhile, pairing up different types of learners and teachers according to their characteristics in a different situation, is crucial in the SRL process, summarised in Grow (1991) research using Staged Self-Directed Learning. Besides, individual differences such as learning style and goal-setting habits, diverse among students in SRL, had brought the insight of importance in the detailed and continuing investigation of the relationship between learning contexts and knowledge (Philip, 1995). The design of lectures, instructions, and support, such as guidance and feedback, are important factors in affecting the motivation and quality of SRL activities (Regan, 2003). ...
The impact of self-regulated learning (SRL) on students' performance in various subjects has been extensively studied. However, there has been limited research on how task-specific SRL skills and self-reported SRL skills affect students' learning outcomes in chemistry classes at senior secondary schools. To address this gap, we examined the task-specific SRL skills, self-reported SRL skills, and learning outcomes of a group of Grade 10 students (n = 170) studying the topic: Changes of Charged Electrolyte Solutions. Data was collected through a self-report SRL skills survey, a task-specific SRL skills survey, and an achievement test, and a path analysis was conducted to explore the relationship and effects between SRL skills and learning outcomes. Our findings revealed a direct relationship between students' task-specific SRL skills and their chemistry achievement. The clustering analysis showed that a significant number of students had SRL skills at the middle level in chemistry learning. Additionally, students with different SRL levels performed differently at specific SRL phases and strategies. These findings have important implications for teaching strategies aimed at promoting students' SRL and for the assessment of SRL in science education.
Purpose
Metadiscourse is an important dialogue technique used in productive knowledge building to help a group evaluate and advance their knowledge progress. Previous studies have identified and defined various types of metadiscourse. However, there is scant knowledge about how different metadiscourse types emerge among different groups or what implicit correlations lie between progressive discourse and metadiscourse. Moreover, research on how different types of metadiscourse influence groups' knowledge advancement and artifacts is still inadequate. Therefore, this study aims to further examine the roles that different types of metadiscourse play in the collaborative knowledge building community on both a fine-grained (i.e. progressive discourse) and coarse-grained (i.e. group knowledge advancement and group artifacts) level.
Design/methodology/approach
Data for this study are drawn from the behaviour of undergraduate students participating in a 12-week course at a key university in China. On the fine-grained level, epistemic network analysis (ENA) is applied to illustrate how metadiscourse promotes the development of progressive discourse. On the coarse-grained level, two different chi-square tests are conducted to examine the roles of different types of metadiscourse in groups' knowledge advancement and artifacts.
Findings
The analysis allowed several conclusions to be drawn. First, the types of metadiscourse that students most often adopted were reflecting on ideas development (RD) and commenting on ideas (CI); they less frequently adopted setting group goals (SG) and making group plans (MP). Second, most types of metadiscourse correlated with developments in progressive discourse, particularly RD and CI. Third, the metadiscourse types RD, CI and coordinating group efforts (CE) played essential roles in knowledge advancement. Fourth, higher-quality artifacts could be created by using the metadiscourse type reviewing the state of knowledge building progress (RP).
Originality/value
A more profound comprehension of the role that metadiscourse plays in the collaborative knowledge building community not only contributes to the literature in the knowledge building field but also carries a significant meaning in regulating community, promoting learner agency and sustained knowledge, and consequently improving collaborative learning performance.
The present study explores the self-regulated learning (SRL) research published in English or Turkish language journals included in the Web of Science database from the beginning to 2021 via bibliometric analysis. The 2197 articles that met the eligibility criteria were included in the study. The results reveal that the research on SRL has been carried out mostly by scholars from the USA and has gained increased attention since the 2000s. The three most influential scholars of self-regulated research are Chia-Wen Tsai, Philip H. Winne, and Roger Azevedo; however, the two top documents by local citations belong to Barry J. Zimmerman (2008) and Paul R. Pintrich (2004) in the study. The analyzed studies cited the Journal of Educational Psychology and Contemporary Educational Psychology most. The results reveal that motivation, metacognition, self-efficacy, and learning strategies are the keywords that most frequently occur and co-occur in the analyzed studies along with SRL. The trend topics of SRL research have been learning analytics, flipped classrooms, and MOOCs since 2018.
The instruction of 6 teachers in a private school for bright underachievers that is characterized by a strategic teaching initiative, strong instructional leadership, ind collegiality was examined to characterize the nature of instructional dialogue. Lesson transcripts were coded for the presence and organization of 8 instructional ''moves'' often found in good strategy instruction. Results demonstrated teachers' fidelity to a particular vision of instruction. Instructional moves designed to make strategic processing specific and explicit were found in all lessons, with the majority of the lessons containing at least 7 of the 8 strategy instruction moves. Instruction was found to be transactional and process-oriented. Interactive cycles of dialogue, during which teachers were responsive to students' strategic construction of knowledge, were prevalent. Student and teacher demographic variables were considered as they related to characteristics of instruction. The transactional strategy instruction found here is likened to instruction described by Duffy and Roehler and is contrasted with a recitation model of instruction.
Moving beyond the general question of effectiveness of small group learning, this conceptual review proposes conditions under which the use of small groups in classrooms can be productive. Included in the review is recent research that manipulates various features of cooperative learning as well as studies of the relationship of interaction in small groups to outcomes. The analysis develops propositions concerning the kinds of discourse that are productive of different types of learning as well as propositions concerning how desirable kinds of interaction may be fostered. Whereas limited exchange of information and explanation are adequate for routine learning in collaborative seatwork, more open exchange and elaborated discussion are necessary for conceptual learning with group tasks and ill-structured problems. Moreover, task instructions, student preparation, and the nature of the teacher role that are eminently suitable for supporting interaction in more routine learning tasks may result in unduly constraining the discussion in less structured tasks where the objective is conceptual learning. The research reviewed also suggests that it is necessary to treat problems of status within small groups engaged in group tasks with ill-structured problems. With a focus on task and interaction, the analysis attempts to move away from the debates about intrinsic and extrinsic rewards and goal and resource interdependence that have characterized research in cooperative learning.
This chapter explains the importance of research on spatial-temporal patterns of behavior, including patterns lasting for only a second or less, and the importance of stimulus coherence as the objective characteristic of tasks and sequences that are of widest importance and of most theoretical interest. One useful way to view the higher level processes in a complex skill is by analogy with the executive routines written into computer programs. The corresponding view of lower level processes is by analogy to the loops and subroutines of such programs. The chapter presents the theoretical view of skilled performance that minimizes the role of motor behavior per se, and thus, removes the principal basis for the commonly made distinction between the verbal and motor processes. Instead, it places major emphasis on the intrinsic coherence of stimulus and response sequences and the cognitive or higher-level processes that govern behavior sequence, and suggests that important aspects of response sequences include such factors as timing, the interrelations of speed, accuracy, and uncertainty, and the limitations imposed by capacities for discrimination and memory.
Research and development of instructional computing systems (ICSs) are exploring the frontiers of knowledge in both computing and instructional sciences. While these efforts are slowly advancing knowledge, they have not yet produced practical ICSs that can be readily used in educational settings. I propose a retreat to regions where knowledge is relatively more firmly established, regions I call “merely” state-of-the-art. Specifically, a state-of-the-art ICS would be built on knowledge of computing systems and instruction that is available now rather than on knowledge in the process of being found by research at the frontier. I propose developing a state-of-the-art ICS that teaches learners how to read so that their comprehension exceeds that gained by reading a superior textbook. I sketch a theory of instruction that underlies the instructional features of a state-of-the-art ICS focussed on this objective. Then, I illustrate in “paperware” form what this ICS might look like. I conclude by describing how work at the frontier of ICSs can be advanced by using a state-of-the-art ICS to bootstrap knowledge needed.
Project-based learning is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems. In this article, we present an argument for why projects have the potential to help people learn; indicate factors in project design that affect motivation and thought; examine difficulties that students and teachers may encounter with projects; and describe how technology can support students and teachers as they work on projects, so that motivation and thought are sustained.
The question of how affect arises and what affect indicates is examined from a feedback-based viewpoint on self-regulation. Using the analogy of action control as the attempt to diminish distance to a goal, a second feedback system is postulated that senses and regulates the rate at which the action-guiding system is functioning. This second system is seen as responsible for affect. Implications of these assertions and issues that arise from them are addressed in the remainder of the article. Several issues relate to the emotion model itself; others concern the relation between negative emotion and disengagement from goals. Relations to 3 other emotion theories are also addressed. The authors conclude that this view on affect is a useful supplement to other theories and that the concept of emotion is easily assimilated to feedback models of self-regulation.
Some students thirst for learning. They seek challenges and overcome obstacles sometimes with persistence and sometimes with inventive problem solving. They set realistic goals and utilize a battery of resources. They approach academic tasks with confidence and purpose. This combination of positive expectations, motivation, and diverse strategies for problem solving are virtues of self-regulated learners. We seek to understand and nurture the development of these attitudes in order to prevent students from rejecting the values of education, devising shortcuts to complete assignments, and setting minimal performance goals.