Cooperative learning (CL) is a learning style that refers to small, heterogeneous groups of students working together to achieve a common goal. This involves student-student interaction within small groups in a way that each group member’s success is dependent on the group’s success. Self-regulated learning (SRL) style believe on what ‘knowing’ is and how one ‘come...

Self-regulated learning (SRL) can be fostered by teachers' behaviour and feedback and by the creation of suitable learning environments. This paper tackles the problem of how to develop attitudes and competences enabling teachers to act in support of their students' SRL. To this end, teachers should be aware of their own self-regulation of both learning and teaching behaviour, so as to cope fle...

We have developed computer environments that support learning by teaching, concept mapping, scaffolding, and the use of self regulated learning (SRL) skills by social interactions with virtual agents. More specifically, students teach a computer agent, Betty, and can monitor her progress by asking her questions and getting her to take quizzes. The system provides SRL support via dialog-embedded...

This paper examines the dynamics of college students’ selfregulatory processes within self-regulated learning (SRL) and externallyregulated learning (ERL) episodes during hypermedia learning. We re-analyzed and extended the results from an original study recently conducted by Azevedo and colleagues [1] to address four questions related to adaptivity, based on the temporal and dynamic deployment...

University students are supposed to be autonomous learners, able to adapt to an educational environment significantly less guided than school. Entering higher education poses a challenge of self-regulation, in which beginning students are often not prepared with self-regulation strategies needed. Since there are many studies assessing self-regulated learning (SRL) via classical self-reports, we...

Metacognition, motivation, and affect are components of self-regulated learning (SRL) that interact. The “metacognitive and affective model of self-regulated learning” (theMASRLmodel) distinguishes two levels of functioning in SRL, namely, the Person level and the Task× Person level. At the Person level interactions between trait-like characteristics such as cognitive ability, metacognitive kno...

This study investigated the role of self-directed learning (SDL) in problem-based learning (PBL) and examined how SDL relates to self-regulated learning (SRL). First, it is explained how SDL is implemented in PBL environments. Similarities between SDL and SRL are highlighted. However, both concepts differ on important aspects. SDL includes an additional premise of giving students a broader role...

Self-Regulated Learning (SRL) is an important process for students' independence and thus their academic development, especially with the increase of knowledge emergence technology. Although SRL may not develop naturally, fortunately, it can be taught learned. Therefore, role teachers in this regard. This descriptive study aimed to reveal level general special education teachers’ self-efficacy ...

Web 2.0 integration requires a high level of learner-centered skills to create a personal learning environment (PLE). The pedagogical capability of Web 2.0 could support and promote self-regulated learning (SRL) by enabling the constructions of PLEs. This study investigated how will each of the six aspects of self-regulated online learning (i.e., environment structuring, goal setting, time mana...

This study examined the effectiveness of self-regulated learning (SRL) training in facilitating students' learning with hyerpermedia as indicated by both performance and process data. Undergraduate students (n=131) were randomly assigned to either a training condition on how to regulate their learning-,(n=63) or a no training condition (n=68) and used a hypermedia environment to learn about the...