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Strategies to Promote Self-Regulated Learning in Online Environments

Strategies to Promote Self-Regulated Learning in Online Environments

Bruce R. Harris, Reinhard W. Lindner, Anthony A. Piña
Copyright: © 2011 |Pages: 23
ISBN13: 9781616929015|ISBN10: 1616929014|EISBN13: 9781616929039
DOI: 10.4018/978-1-61692-901-5.ch008
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MLA

Harris, Bruce R., et al. "Strategies to Promote Self-Regulated Learning in Online Environments." Fostering Self-Regulated Learning through ICT, edited by Giuliana Dettori and Donatella Persico, IGI Global, 2011, pp. 122-144. https://doi.org/10.4018/978-1-61692-901-5.ch008

APA

Harris, B. R., Lindner, R. W., & Piña, A. A. (2011). Strategies to Promote Self-Regulated Learning in Online Environments. In G. Dettori & D. Persico (Eds.), Fostering Self-Regulated Learning through ICT (pp. 122-144). IGI Global. https://doi.org/10.4018/978-1-61692-901-5.ch008

Chicago

Harris, Bruce R., Reinhard W. Lindner, and Anthony A. Piña. "Strategies to Promote Self-Regulated Learning in Online Environments." In Fostering Self-Regulated Learning through ICT, edited by Giuliana Dettori and Donatella Persico, 122-144. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-61692-901-5.ch008

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Abstract

The primary purpose of this chapter is to present techniques and strategies that can be incorporated in online courses to promote students’ use of self-regulated learning strategies. In addition, the authors discuss why self-regulated learning skills are particularly critical in online learning environments, present a model of self-regulated learning, discuss issues related to measuring self-regulated learning, address the issue of whether or not self-regulated learning can be taught, and discuss why online learning environments are ideal environments to scaffold self-regulation. The authors present several strategies and techniques they have found successful for promoting self-regulated learning that can be readily incorporated and implemented in online courses. These strategies are organized by the three main components of the Self-Regulated Learning Model: Executive Processing, Cognitive Processing, and Motivation. The chapter concludes with a scenario that represents an idealized model of how to promote self-regulated learning in an online learning environment by employing an intelligent tutoring component as a tool to support students’ use and development of self-regulated learning tactics and strategies.

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