Perspectives
Where did Self-Regulated Learning originate?
Understanding self-regulated academic success with regard to individual strategies emerged in the 1980's in an attempt to describe what successful students actually do in order to be successful in their learning (Whipp & Chiarelli, 2004). In cognitive psychological terms, self-regulation refers to the learner's ability to control their learning (Bruning, Schraw, & Norby, 2011). As self-regulation grew as a research area, the term SRL (self-regulated learning) was coined by Zimmerman and distinguishes itself as social cognitive theory to address the interaction of "cognitive, motivational, and contextual factors." Zimmerman proposed a three-part, cyclical model of self-regulation that includes forethought, performance control, and self-reflection (Lajoie, 2008).
What are some competing theories?
Self-regulation is more often associated with cognitive psychology than with other theories, such as behaviorism, which is based on observable actions. Whereas under the Operant model, SRL results from "strategic manipulation of external stimuli" (Whipp & Chiarelli, 2004), social cognitive perspectives on SRL stress metacognitive strategies and take into consideration that behavior is influenced by other things, including environment (Luthans, Avey, & Luthans). However, behaviorist philosophy is often present in online learning environment in the form of exercises that allow students to review a skill area, practice it, and then apply the skill to some kind of dynamic or interactive setting. Appropriate feedback (in the form of "hints" or "clues") is provided to students so they can understand their errors and keep working until they finish a problem (Green, 2009).
What is the difference between Metacognition and Self-Regulation?
Metacognition and Self-Regulation are often used as interchangeable terms, but they are also used hierarchically, with self-regulation being a part of metacognition or vice versa. Muis refers to metacognition as a "means of moderating performance." This dichotomy of definitions has researchers such as Schunk calling for clearer definitions (Hofer & Sinatra, 2010).
Continue through the module to learn more about Self-Regulation, Second Language Acquisition Strategies, and Implications for Online Learning Environments.
Understanding self-regulated academic success with regard to individual strategies emerged in the 1980's in an attempt to describe what successful students actually do in order to be successful in their learning (Whipp & Chiarelli, 2004). In cognitive psychological terms, self-regulation refers to the learner's ability to control their learning (Bruning, Schraw, & Norby, 2011). As self-regulation grew as a research area, the term SRL (self-regulated learning) was coined by Zimmerman and distinguishes itself as social cognitive theory to address the interaction of "cognitive, motivational, and contextual factors." Zimmerman proposed a three-part, cyclical model of self-regulation that includes forethought, performance control, and self-reflection (Lajoie, 2008).
What are some competing theories?
Self-regulation is more often associated with cognitive psychology than with other theories, such as behaviorism, which is based on observable actions. Whereas under the Operant model, SRL results from "strategic manipulation of external stimuli" (Whipp & Chiarelli, 2004), social cognitive perspectives on SRL stress metacognitive strategies and take into consideration that behavior is influenced by other things, including environment (Luthans, Avey, & Luthans). However, behaviorist philosophy is often present in online learning environment in the form of exercises that allow students to review a skill area, practice it, and then apply the skill to some kind of dynamic or interactive setting. Appropriate feedback (in the form of "hints" or "clues") is provided to students so they can understand their errors and keep working until they finish a problem (Green, 2009).
What is the difference between Metacognition and Self-Regulation?
Metacognition and Self-Regulation are often used as interchangeable terms, but they are also used hierarchically, with self-regulation being a part of metacognition or vice versa. Muis refers to metacognition as a "means of moderating performance." This dichotomy of definitions has researchers such as Schunk calling for clearer definitions (Hofer & Sinatra, 2010).
Continue through the module to learn more about Self-Regulation, Second Language Acquisition Strategies, and Implications for Online Learning Environments.