Instructional Design Interventions for Supporting Self-Regulated Learning: Enhancing Academic Outcomes in Postsecondary E-Learning Environments

Theories and models about self-regulated learning are important to educators attempting to understand why some learners succeed and others have difficulty in academic settings. Understanding self-regulation in e-learning environments is critical because there is much agreement in the literature that e-learning requires a higher degree of self-regulation than face-to-face learning. Furthermore, empirical studies of the effects of self-regulated learning intervention on learning outcomes of students in elearning environments indicate that support for self-regulated learning fosters significantly higher academic outcomes. In this paper, the authors will focus on: (1) what educators should know about the different types of self-regulated learning interventions that have been studied; and (2) how educators might apply self-regulated learning interventions to the design of e-learning environments in order to support self-regulated learning processes.