What is Self-Regulated Learning

1.

Key factors that impact self-regulation include self-awareness, self-judgments, self-concept, and self-efficacy. Learn more in: Developing Self-Directed Learning Skills for Lifelong Learning

2.

Academic skills through which learners can take active roles in their own learning processes. Learn more in: An Investigation into EFL Pre-Service Teachers' Out-of-Class Self-Regulated Learning Experiences weith ICT

3.

A cyclical process wherein the student plans for a task, monitors their performance, and then reflects on the outcome. Learn more in: Do Student-Written Responses to Reflection Questions Predict Persistence and Performance in Online Courses?: A Text Analysis Approach

4.

the ability of individuals to understand and control their learning environment. Learn more in: Using Online Digital Data to Infer Valuable Skills for the Modern Workforce

5.

Learning that occurs independently and throughout one's lifetime. For this, students must activate and maintain their thoughts, conducts and emotions in order to reach their own training goals. Learn more in: Competence Training for Project Management: Holistic Analysis Framework

6.

Self-regulated learning is a set of proactive processes that students use to acquire academic skills, such as setting goals, selecting and deploying strategies, and self-monitoring one’s own effectiveness. Learn more in: A Flipped Learning Approach to University EFL Courses

7.

The monitoring and regulation of one’s cognitive, affective, metacognitive, and motivational processes. Learn more in: The Role of Pedagogical Agents on Learning: Issues and Trends

8.

Learning process controlled by the learner from the cognitive, meta-cognitive, emotional and motivational points of view. Learn more in: Self-Regulated Learning: Issues and Challenges for Initial Teacher Training

9.

Learner-driven, learner-directed learning. Learn more in: Real-Time in Cyberspace: Effective, Live Synchronous E-Learning

10.

Learning that comes from a student’s self-generated thoughts, feelings, strategies, and behaviors aimed at attaining expectations and goals. Learn more in: Digital Storytelling as a Self-Regulated Learning Tool

11.

The act of students structuring, planning and implementing their own process towards the completion of prescribed and self-identified learning objectives. Learn more in: Competency-Based Education in Higher Education

12.

Self-regulated learning was defined by Zimmerman and Campillo (2003) as the operationalization of self-regulation toward the context of academic learning. Kaplan (2008) categorized self-regulation, self-regulated learning, and metacognition as interrelated concepts. Learn more in: People First, Students Second: Addressing Well-Being to Overcome Adversity

13.

An active and constructive process in which learners pose learning goals and then monitor, check, and regulate their motives and behavior in order to achieve them. Learn more in: Requirements for the Successful Implementation of Distance Education Programs in the Digital Era: Toward a More Inclusive and Resilient Society

14.

A process wherein learners take control of their own learning by engaging in a cycle of planning, self-monitoring, and reflection. Learn more in: Facilitating Student Empowerment and Agency Through the “Scaffolded Autonomy” Approach to Curriculum Design

15.

Refers to the knowledge and skills students have about their learning; the forethought to plan and set goals, employ task-related academic skills, and reflect upon and monitor performance. Learn more in: Utilizing Instantaneous Feedback to Promote Self-Regulated Learning in Online Higher Education Courses: The Case for Digital Badges

16.

Refers to learning processes in which learners autonomously are planning, directing, regulating, monitoring, and evaluating actions toward goals of acquisition of information, knowledge or skills, expanding expertise, or self-improvement; in doing so, goals, scopes for actions, and modes of collaboration, may be defined by the learners themselves or by others. Learn more in: Microlearning and Mobile Learning

17.

The ability of an individual to effectively engage in metacognitive regulation (planning, monitoring, evaluating) in service of controlling or regulating one’s ability to successfully set and achieve learning goals ( Zimmerman, 2002 ). Learn more in: Massively Multiplayer Online Games as Spaces for Metacognition and Self-Regulated Learning

18.

The process of understanding and assessment of one’s learning strengths and preferences. Learn more in: Reducing Second Language Writing Anxiety: Creating a Novel Process-and-Collaboration-Centered Pedagogy

19.

Self-regulated learning (SRL) occurs when a student take responsibility for their own learning process, including setting goals and making a plan for taking steps toward meeting the established goals. Faculty teaching online can provide course infrastructure and teaching strategies to support students in the process of practicing self-regulation including self-monitoring and self-evaluation. Learn more in: The Pivotal Role of Faculty in Online Student Engagement and Retention

20.

Strategies that learners employ to monitor and manage their own learning. Learn more in: Promoting Learner Self-Regulation in Blended Learning: A Process for Systematic Application

21.

Individual students rather than teachers set educational goals; involves active, goal-directed self-control of behavior and cognition. Learn more in: Educational Technology and Learning Theory

22.

Emphasizing autonomy and control by the individual who monitors, directs, and regulates actions towards goals of information acquisition, expanding expertise, and self-improvement. Learn more in: Exploring the Development of Pre-Service Teachers' ICT-TPACK using a Cognitive Stimulation Tool

23.

Where the individual applies his or her learning strategies, self-assesses to ensure that the content has actually been learned and provides, if necessary, corrective action to achieve the learning goals through other strategic choices. Learn more in: Learning Design Based on Personal Paths and Learning Sequences for Activation, Development, and Closure in Teaching

24.

Occurs when students take ownership over their learning process through the deliberate application of cognitive, behavioral, and metacognitive strategies geared towards achievement of academic goals. Learn more in: Curbing Student Digital Distraction With Non-Traditional Teaching Strategies

25.

The ability to learn independently of external supports, especially those provided by instructors, advisers, and tutors. Learn more in: Teaching Students to Be Students: Facilitating Self-Regulated Learning in Transitional Studies

26.

“Self-regulated learning refers to self-generated thoughts, feelings, and actions for attaining one’s learning goals” ( Zimmerman & Moylan, 2009 , p. 299). Effective self-regulated learning depends on the learners’ abilities to metacognitively monitor and control their learning and to motivate themselves to learn. Learn more in: The Role of Metacognition in Learning via Serious Games

27.

Describes a process of taking control of and evaluating one's own learning and behavior. Learn more in: Exploring Issues and Challenges of Project-Based Learning for Teaching and Learning

28.

A process of taking control of and evaluating one's own learning and behavior. Learn more in: Generalizable Models for Online Professional Learning Communities for America's K-12 Teachers

29.

A cyclical process involving the formulation of learning goals, application of strategies to monitor the advancement toward these goals, followed by reflecting on said performance. Learn more in: Supporting the Development of Lifelong Learning Skills

30.

An active process where an individual takes responsibility to acquire knowledge and skills by setting goals, adjusting to the factors and conditions related to learning tasks, making decisions about when and how to seek help, and reflecting for transfer. Learn more in: Preparing Online Learning Readiness with Learner-Content Interaction: Design for Scaffolding Self-Regulated Learning

31.

An individual’s ability to understand and control one’s learning environment through self-monitoring, goal-setting, self-instruction, and self-reinforcement. Learn more in: Adult Learning Theories and Principles

32.

A self-directed process by which students transform their mental abilities into academic ability. Learn more in: An Investigation of Pre-Service Teachers' Self-Regulated Learning Levels in Terms of Various Variables

33.

Learning that is guided by metacognition (thinking about one's thinking), strategic action (planning, monitoring, and evaluating personal progress against a standard), reflection, and motivation to learn. Learn more in: The Value of Metacognition and Reflectivity in Computer-Based Learning Environments

34.

A process whereby learners are metacognitively, motivationally, and behaviorally active participants in their learning. Learn more in: Mobile Seamless Learning from the Perspective of Self-Regulated Learning

35.

Learning while managing one’s own cognitive, metacognitive, and affectional resources, behavior, and environment. Learn more in: From Adaptive Learning Support to Fading Out Support for Effective Self-Regulated Online Learning

36.

A cyclical process involving the formulation of learning goals, application of strategies to monitor the advancement toward these goals, followed by reflecting on said performance. Learn more in: Developing Student Self-Efficacy Through Academic Coaching

37.

Learning that is guided by meta-cognition (thinking about one's thinking), strategic action (planning, monitoring, and evaluating personal progress against a standard), and motivation to learn . Learn more in: E-Textbooks as a Classroom Tool

38.

One's ability to understand and control one's learning environment. Learn more in: Developing Students' Self-Regulation Skills Within and Outside Academic Modules

39.

Includes a set of interrelated cognitive and motivational skills that control learning. Learn more in: The Implementation and Impact of a Self-Regulated Learning Survey on Student Outcomes

40.

A broad conceptual term used to encompass the multivariate cognitive, affective, and motivational processes that underlie students’ dynamic learning behaviors. Learn more in: Perception as Reality: Perceived Performance Impacts Expectancies, Values, and Self-Regulated Choices

41.

The act of students structuring, planning, and implementing their own process towards the completion of prescribed and self-identified learning objectives. Learn more in: Academic Technology for Competency-Based Education in Higher Education

42.

This term became popular in the past decade to emphasize students’ autonomy and responsibility in taking charge of their own learning. In brief, self-regulated learners are able to establish their own learning goals, identify suitable strategies and tactics to achieve them, evaluate the results of their own learning, keep up motivation and deal effectively with emotional aspects throughout the learning process. Learn more in: Supporting Self-Regulated Learning with ICT

43.

Learners set their own learning goals monitoring their own learning process and progress . Learn more in: Fostering Learner Control in an Online Beginner German as a Foreign Language Course

44.

Self-regulated learning is a set of proactive processes that students use to acquire academic skills, such as setting goals, selecting and deploying strategies and self-monitoring one’s effectiveness. Learn more in: An Interoperable ICT Educational Application for TOEIC Preparatory Study

45.

A cyclical process wherein the student plans for a task, monitors their performance, and then reflects on the outcome. Learn more in: Using Written Responses to Reflection Questions to Improve Online Student Retention: A Text Analysis Approach

46.

A sequential procedure in which the student prepares for a task, keeps track of how they do, and then evaluates the results. Learn more in: English Learners' Self-Regulated Learning Strategies: A Comparison of Their Experiences in Face-to-Face and Online Education

47.

Self-regulated learning (SRL) involves an active, effortful process in which learners set goals for their learning and then attempt to monitor, regulate, and control their cognition, motivation, and behavior (Pintrich, 2000b). Learners manipulate on-going activity to situate meaning development through self-regulation. Learn more in: Self-Regulated Learning in Video Game Environments