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Self-Regulated Learning (SRL) is a term that can be used to describe an individual's ability to develop a skill set allowing him or her to learn in a number of different ways. SRL can also relate to new pedagogical theories that encourage teachers in formal education to motivate and support their students into achieving a high level of self-regulation. This paper reports on the findings of a number of surveys conducted with a wide variety of teachers in different countries, regarding their perceptions of SRL. The results and analysis of these surveys help inform not only the perceptions of SRL amongst teachers but also examine the challenges and opportunities that arise from taking this approach.Keywords: self-regulated learning; independent learning; formal education.Reference to this paper should be made as follows: Mikroyannidis, A., Connolly, T., Law, E.L-C., Schmitz, H-C., Vieritz, H., Nussbaumer, A., Berthold, M., Ullrich, C. and Dhir, A. (2014) 'Self-regulated learning in formal education: perceptions, challenges and opportunities ', Int. J. Technology Enhanced Learning, Vol. 6, No. 2, Biographical notes: Alexander Mikroyannidis is a Postdoctoral Researcher in the Knowledge Media Institute of the Open University, UK. His research areas of interest are related with knowledge management and applications of semantic and social web technologies in technology-enhanced learning. Recently, he has been investigating self-regulated learning and the challenges involved in the adoption of personal learning environments by the lifelong learner. He has also been working on the production of online courses and open educational resources, delivered through various educational platforms, such as interactive eBooks.Teresa Connolly has research and teaching experience in geographic information systems, academic practice, educational technology and open educational resources. She has worked as a Lecturer in the OpenLearn project and on EU-funded technology-enhanced learning projects at the Open University. She also has worked on the JISC/HEA funded Open Resource Bank for Interactive Teaching (ORBIT) project at the University of Cambridge and the EU FP7-funded BioFresh project at the University of Oxford. She has also carried out a number of consultancies for UNESCO, the Imperial College NHS Trust and the UK Higher Education Academy (HEA), where she is an Associate. Helmut Vieritz studied Physics and Sociology at the Humboldt University and Freie Universität of Berlin. Currently, the centre of his life is the very nice town Aachen. His research is related to activity-centred design and modeldriven user interface development. He is interested in web and eLearning technologies with focus on accessibility for all users. Over the last few years, he has also become an expert in teaching large classes at the university in the fields of mathematics and computer science. Self-regulated learning in formal educationAlexander Nussbaumer is a Member of the interdisciplinary Cognitive Science Section (CSS) at Knowledge Technol...

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This article presents an approach that supports the creation of personal learning environments (PLE) suitable for self-regulated learning (SRL). PLEs became very popular in recent years offering more personal freedom to learners than traditional learning environments. However, creating and configuring PLEs demand specific meta-skills that not all learners have. This situation leads to the challenge how learners can be supported to create PLEs that are useful to achieve their intended learning outcomes. The theory of SRL describes learners as self-regulated if they are capable of taking over control of the own learning process. Grounding on that theory, a model has been elaborated that offers guidance for the creation of PLEs containing tools for cognitive and meta-cognitive learning activities. The implementation of this approach has been done in the context of the ROLE infrastructure. A quantitative and qualitative evaluation with teachers describes advantages and ideas for improvement.