Self-regulated learning in digital environments: theory, research, praxis

Abstract

From a metacognitive perspective, self-regulated learning (SRL) refers to the cyclical processes of understanding the required task, developing a plan and implementing strategies to satisfy task requirements and monitoring the effectiveness of those strategies in achieving the desired outcome. A considerable volume of research establishes that the instructional tools available in digital learning environments are particularly useful in supporting SRL. This paper reviews current theoretical models and recent empirical investigations germane to applications of digital technology to promote SRL. SRL is promoted by teachers who provide instruction architecture that encourages students to ensure that the task is fully understood, select and execute effective plans and strategies and monitor personal progress toward task completion. Such instructional architecture is more readily applied in digital, as opposed to traditional, learning environments. Based upon such review of theoretical and applied research, a comprehensive instructional framework of SRL in digital environments is presented. This framework functions to inform those who design and teach in digital environments to reflect and explicitly address the degree to which their learners have the capacity to self-regulate.

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