Promoting self-regulated learning in higher education

The importance of self-regulated learning is a heavily discussed topic in higher education. Existing literature indicates that practices and strategies are relevant important factors student outcomes within blended online contexts (Broadbent & Poon, 2015). According to literature, the learner aware their strengths weaknesses. They set goals, monitor progress through self-reflection constant evaluation approaches, which enables them adapt engagement academic-related tasks (Hawe, Lightfoot Dixon, 2019). These key principles learning, aims position learners as active agents process (Winne Perry, 2000).
 
 Studies have found students arrive at universities without skills or required for (Balapumi, von Konsky, Aitken, McMeekin, 2016). This crucial time students, they develop new ways thinking, communicating. Practices should be introduced begin journey into tertiary studies, ensure equipped with necessary academic success (Lear Li Prentice, To independent, self-regulating has become valued desired outcome education institutions, such offer opportunities these though studies (Hawe et al., 2019).
 Therefore, help support development enhancement skills, Learn2Learn module, was developed by Technology-Enabled-Learning (TEL) Team Western Sydney University, piloted Autumn session, 2021. features functionalities module include, goal setting study planning tools, lessons content pieces informed on ability instructors take specific lesson embed it in-line instructional materials LMS. Since its launch, there been consistent growth usage. In 2021, total 427 users 681 sessions initiated. Students spending an average approximately 8 minutes per session. Spring 321 users, 536 sessions, session.
 More recently, three focus group were conducted, consisting 4 6 students. Students’ experiences confirmed value helping practices, including, self-reflection, management. There also considerable number responses from indicated could benefit first-year transition university.
 presentation will cover evidence research design We provide some insight preliminary findings quantitative qualitative data analysis discuss including overview experience (LX) used guide promote engagement.
 References
 Balapumi, R., B. A., D. A. (2016). Factors Influencing University Self-regulation Learning: An Exploratory Study. Proceedings Australasian Computer Science Week Multiconference (pp. 51–59). New York, NY, USA: ACM. http://doi.org/10.1145/2843043.2843067
 Broadbent, J., W. (2015). Self-regulated achievement environments: A systematic review. Internet Higher Education, 27, 1–13. https://doi.org/10.1016/j.iheduc.2015.04.007
 Hawe, E., Lightfoot, U., H. (2019). First-year working exemplars: promoting self-efficacy, self-monitoring self-regulation. Journal Further 43(1), 30–44. https://doi.org/10.1080/0309877X.2017.1349894
 Lear, Li, L., S. Developing literacy learning. Student Success, 7(1), 13-23.
 Winne, P. H., N. (2000). Chapter 16—Measuring Self-Regulated Learning. Handbook Self-Regulation 531–566). Retrieved from: https://www.researchgate.net/publication/232472158_Measuring_Self-Regulated_Learning