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Self-Regulated Learning

Self-Regulated Learning

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Self-Regulated Learning

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  1. Self-Regulated Learning An Overview By Jessica Wilson SLIM OR8, 802

  2. A Definition “A self-initiated action that involves goal setting and regulating one’s efforts to reach the goal, self-monitoring (metacognition), time management, and physical and social environment regulation.”2

  3. Metacognition (“knowledge of one’s own cognitive processes...”4 Includes: Planning Monitoring Regulating2 Time Management Regulating one’s physical and social environment Ability to control one’s own effort and attention Ability to ask for help Key Characteristics

  4. Why do I care? Or, the Importance of Self-Regulation • Can increase “meaningfulness” of student’s learning6 • Can increase student achievement • Can increase confidence • Can contribute to success in all aspects of life

  5. How do I know if I’m doing it right? Self-tests… • MSLQ - motivation and learning strategies • Metacognitive Awareness Inventory (Schraw and Dennison, 1994) • Paul Bell and Duane Akroyd’s undergraduate online test

  6. What can I do? • Continually ask yourself "Does this strategy work for me in this situation?" • Shift focus from comparing performance to peers to self-comparisons • Be a proactive learner, not reactive, by actively participating in your education • Expect to succeed • Manage your time and place well

  7. What can I do? Continued… • Self-observation - systematically monitor your own performance • Self-judgment - systematically comparing performance with a goal • Self-reaction - personal processes such as goal-setting, self-administering praise, structuring your environment6

  8. “Online learning requires more learner control and self-direction than traditional classroom-based instruction.”1 Online learning can exacerbate students already struggling Can increase the digital divide Can set students up for failure Needs teachers to teach to variety learning styles Needs teachers to teach self-regulating behaviors In Relation to Online Learning

  9. Students are autonomous Learning strategies for self-regulation allows autonomous students to succeed Most important factors for success in online education - not computer skills! Effort regulation Positive attitude Self-reflection Risk-taking Problem-solving skills In Relation to Online Learning

  10. Bibliography 1. Bell, P.D. & Akroyd, D. (2006). Can factors related to self-regulated learning predict achievement in undergraduate asynchronous web-based courses? International Journal of Instructional Technology and Distance Learning, 3(10). Obtained online at http://itdl.org/journal/oct_06/article01.htm on July 17, 2007. 2. Chen, C.S. (2002). Self-regulated learning strategies and achievement in an introduction to information systems course. Information Technology, Learning, and Performance Journal, 20(1), 11-25. 3. Hartley, K. & Bendixen, L.D. (2001). Educational research in the internet age: examining the role of individual characteristics. Educational Researcher, 30(9), 22-26. 4. Phelps, R., Ellis, A., & Hase, S. (2001). The role of metacognitive and reflective learning processes in developing capable computer users. Paper presented at the annual conference of the Australasian Society for Computers in Learning in Tertiary Education, Melbourne, Australia. Obtained online at http://www.ascilite.org/au/conferences/melbourne01/pdf/papers/phelpsr.pdf on July 19, 2007. 5.Rogers, D.M. & Swan, K. (2001). An investigation of components in Corno and Mandinach’s self-regulated learning model applied to internet navigation. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA. Obtained from ERIC. 6. University of Connecticut’s School of Education website: http://www.gifted.uconn.edu/siegle/selfregulation/section3.html accessed on July 17, 18, 20, 2007.