Self-Regulation of Learning within Computer-based Learning Environments: A Critical Analysis

Abstract

Computer-based learning environments (CBLEs) present important opportunities for fostering learning; however, studies have shown that students have difficulty when learning with these environments. Research has identified that students' self-regulatory learning (SRL) processes may mediate the hypothesized positive relations between CBLEs and academic performance. In this review, we identified 33 empirical studies of SRL and CBLEs. We address three research questions: (1) How do learner and task characteristics relate to students' SRL with CBLEs? (2) Can various learning supports or conditions enhance the quality of students' SRL as they learn with CBLEs? (3) What conceptual, theoretical, and methodological issues exist for this growing area of research? We found evidence that specific SRL processes are more often associated with academic success than others and that SRL skills can be supported. We also identified a number of issues that researchers should aim to address in future investigations, including a more comprehensive measurement of facets of SRL and the quality of SRL processes, the seeming disconnect between SRL processes and learning outcomes, and the distinction between self-and other-regulation.

The educational affordances of blogs for self-directed learning

“…Therefore a question for further research is: to what extent can the affordances of blogs support cognitive, social and self-directed learning in the absence of additional face to face support? In their review of supporting self-regulated learning through computer based tools, (Winters, Greene, & Costich, 2008)report mixed evidence as to whether software support can be effective in this area. They note that some studies have found a discrepancy in students' self-reports of self-regulated learning while using support software and their actual usage of the relevant tools -students typically reported using software features to support self-regulated learning skills more frequently than the software log files indicated.…”

Can the use of cognitive and metacognitive self-regulated learning strategies be predicted by learners’ levels of prior knowledge in hypermedia-learning environments?

“…In addition to content learning, these agents are programmed to assist learning about different aspects of SRL, such as planning, goal-setting, metacognitive monitoring, strategy use, and reflection (see Azevedo & Aleven, 2013;Azevedo et al, 2012). The use of PAs can be effective for learners because research has shown that when students are provided with the appropriate scaffolding, this can help them to better learn (Kinnebrew et al, 2013), and more specifically to self-regulate their learning (Azevedo et al, 2012a;Graesser & McNamara, 2010;Winters et al, 2008). The role of prior knowledge is a critical individual differences variable that has not been adequately examined in the context of SRL and learning with multi-agent systems.…”

Epilogue for the IJSME Special Issue: Metacognition for Science and Mathematics Learning in Technology-Infused Learning Environments

“…Other studies have also found that the mixture of cognitive and metacognitive scaffolding could enhance learners' cognitive skills (Berthold, Nuckles & Renkl, 2007;Zhang et al, 2015). Furthermore, a meta-analysis of 33 empirical studies in SRL within computer-based learning environments revealed that the characteristics of learners and the features of tasks (including the types of SRL supports) affect the quality of learners' SRL (Winters, Greene & Costich, 2008). Therefore, learners' characteristics and task features might be other factors influencing the effects of metacognitive scaffolding on self-regulated actions and cognitive performances.…”