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What is Self-Regulated Learning (SRL)

Chapter 16
Handbook of Research on Equity in Computer Science in P-16 Education
Self-regulated learning is a theory described a process through which a student can plan, monitor and evaluate his or her learning processes by employing appropriate strategies. The theory through a number of theoretical frameworks defines activities that learners to enable them take control of their own learning ( Pintrich & Zusho, 2002 ; Zimmerman, 1986 )
Published in Chapter:
A Conceptual Educational Data Mining Model for Supporting Self-Regulated Learning in Online Learning Environments
Eric Araka (Technical University of Kenya, Kenya), Robert Oboko (University of Nairobi, Kenya), Elizaphan Maina (Kenyatta University, Kenya), and Rhoda K. Gitonga (Kenyatta University, Kenya)
Copyright: © 2021 |Pages: 15
DOI: 10.4018/978-1-7998-4739-7.ch016
Abstract
Self-regulated learning is attracting tremendous researches from various communities such as information communication technology. Recent studies have greatly contributed to the domain knowledge that the use self-regulatory skills enhance academic performance. Despite these developments in SRL, our understanding on the tools and instruments to measure SRL in online learning environments is limited as the use of traditional tools developed for face-to-face classroom settings are still used to measure SRL on e-learning systems. Modern learning management systems (LMS) allow storage of datasets on student activities. Subsequently, it is now possible to use Educational Data Mining to extract learner patterns which can be used to support SRL. This chapter discusses the current tools for measuring and promoting SRL on e-learning platforms and a conceptual model grounded on educational data mining for implementation as a solution to promoting SRL strategies.
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Chapter 16
Developing Pre-Service Teachers' Technological Pedagogical Content Knowledge With E-TPCK
Learning that is guided by metacognition, strategic action and motivation to learn.
Published in Chapter: Developing Pre-Service Teachers' Technological Pedagogical Content Knowledge With E-TPCK; From: Handbook of Research on TPACK in the Digital Age
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Chapter 10
Flipped Class Pedagogy as a Digital Pedagogical Strategy in an Open Distance E-Learning Environment
Psychological learning process regulated by the student as an independent and responsible learner takes control of his/her actions. This can only happen when the student shows autonomy and self-control of the learning process through metacognition, strategic action, and motivation to learn towards self-regulation. For example, self-regulated learners are cognizant of their academic strengths and weaknesses, and they have a repertoire of strategies they appropriately apply to tackle the day-to-day challenges of academic tasks.
Published in Chapter: Flipped Class Pedagogy as a Digital Pedagogical Strategy in an Open Distance E-Learning Environment; From: Technology-Supported Teaching and Research Methods for Educators
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Chapter 15
Aligning Teaching, Learning, and Assessment Anchored on E-Learning Platforms: Transferable Competency in CBC Education
It is an adaptation that is linked with authentic ways of assessment whereby assessment becomes the driver of the process towards autonomy and independence of learner.
Published in Chapter: Aligning Teaching, Learning, and Assessment Anchored on E-Learning Platforms: Transferable Competency in CBC Education; From: Competence-Based Curriculum and E-Learning in Higher Education
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Chapter 3
Technology-Assisted Self-Regulated Learning in EMI Courses: A Case Study With Economics Students in a Vietnamese Higher Education Setting
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Chapter 1
Mind the Gap: From Typical LMS Traces to Learning to Learn Journeys
Refers to students’ abilities to use their metacognition, planning, monitoring, and evaluating their own learning process.
Published in Chapter: Mind the Gap: From Typical LMS Traces to Learning to Learn Journeys; From: Applying Data Science and Learning Analytics Throughout a Learner’s Lifespan
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Chapter 130
The Use of Design Thinking to Develop Corporate Skills and Competencies
Involves the effort of a student to manage and evaluate their learning processes. It is also considered one of the most important skills needed for lifelong learning.
Published in Chapter: The Use of Design Thinking to Develop Corporate Skills and Competencies; From: Encyclopedia of Organizational Knowledge, Administration, and Technology
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