Self-Regulation of Learning within Computer-based Learning Environments: A Critical Analysis |
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| Authors: | Fielding I Winters Jeffrey A Greene and Claudine M Costich |
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| Institution: | (1) Department of Human Development, Institute for Child study, University of Maryland, 3304 Benjamin Building (#143), College Park, MD 20742, USA;(2) College of Education, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA |
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| 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.
Electronic supplementary material The online version of this article (doi:) contains supplementary material, which is available to authorized users. |
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| Keywords: | Self-regulated learning Computer learning environments |
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