The concept of self-regulated learning has its origins in the motivational learning theories (Schunk & Zimmerman, 1997). Self-regulated learners are motivated and actively pursue their learning goals and take control of their own learning (Oates, 2019). Self-regulated learning a specific learning process is a process which actively constructs knowledge (Pintrich, 2000). The self-regulated learning skills of students need to be developed through support, and explicit teaching. According to Zimmerman (2002), another important result of self-regulated learning is the effect it has on academic success and life-long learning.

Different models for self-regulated learning exist. According to the model by Pintrich (2000), the SRL process contain four phases, namely 1) Forethought, planning and activation; 2) monitoring, 3) control; and 4) reaction and reflection. As such, they definitely contain elements of metacognition. Zimmerman and Moylan (2009) devised a cyclical model with three phases, as can be seen below:

As can be seen and also explained in the videos, SRL is not a technologically enhanced concept, but we need to devise ways to incorporate it into the e-learning ecologies.

REFERENCES:

Boekaerts, M. (1999). Self-regulated learning: where we are today. Int. J. Educ. Res. 31, 445–457. doi: 10.1016/S0883-0355(99)00014-2

Oates S (2019) The Importance of Autonomous, Self-Regulated Learning in Primary Initial Teacher Training. Front. Educ. 4:102. doi: 10.3389/feduc.2019.00102

Pintrich, P. (2000). “The role of goal orientation in self-regulated learning,” in Handbook of Self-Regulation, eds M. Boekaerts, P. R. Pintrich, and M. Zeidner (San Diego, CA: Academic Press, 451–502.

Schunk, D., and Zimmerman, B. (1997). Social origins of self-regulatory competence. Educ. Psychol. 32, 195–208. doi: 10.1207/s15326985ep3204_1

Zimmerman, B. J. (2002). Becoming a self-regulated learner: an overview. Theory Pract. 41, 64–70. doi: 10.1207/s15430421tip4102_2

Zimmerman, B.J. & Moylan, A.R. (2009). ‘Self-Regulation: Where Metacognition and Intersect’. In: Hacker, DJ, Dunlosky, J and Graesser, AC (eds.), Handbook of Metacognition in Education, 299–315. New York: Routledge.