Problem-Based Learning (PBL)<\/a><\/p>\n\n\n\nWhy is self-regulation important?<\/h2>\n\n\n\n As has been described in this article, self-regulated learning can facilitate both effective learning and personal growth. It can empower students to improve their academic performance by promoting self-reflection. Through this self-assessment and resource management, it is hoped that students can develop a more refined understanding of how to tackle learning tasks and improve their study techniques. To be clear, we are not simply talking about better grades. This approach can also positively influence a student’s mental well-being, allowing them to feel more in control of their performance and experience less stress, especially during exams.<\/p>\n\n\n\n
The significance of SRL can become even more pronounced at the college level. University courses often present greater challenges and have less educator oversight compared to high school. Unfortunately, many students start higher education without the necessary learning skills, which can result in some of them feeling outclassed by their peers. Implementing SRL earlier in their academic journeys can level the playing field for these students, helping them become more confident and self-reliant.<\/p>\n\n\n\n
Moreover, the current trend of remote learning also shows the importance of SRL. The virtual classroom setting requires even more planning and self-direction due to the fact that online courses are often less structured. In these challenging times, when students are often dealing with stress, having strong self-regulation skills can give them a sense of self-efficacy, and, as mentioned earlier, this positive mindset is not just helpful for the current academic setting but continues to be beneficial long after graduation.<\/p>\n\n\n\n
See also: Kirkpatrick Model: Four Levels of Learning Evaluation<\/a><\/p>\n\n\n\nConclusion<\/h2>\n\n\n\n In summary, self-regulated learning is more than just a modern education concept. On some levels, it can be described as a set of life skills that has been valued, perhaps informally, throughout history for its positive impact on behaviour and skill acquisition. Furthermore, this approach is deeply embedded in cognitive learning theory, emphasising the active role of students in shaping their own educational outcomes. By employing a set of coherent learning strategies, students can positively affect their own cognition, motivation, and behaviour.<\/p>\n\n\n\n
Importantly, teachers serve as the all-important facilitators in this process, not only passing on academic strategies but also empowering students with self-regulation techniques that improve their overall learning. Whether this is in a traditional classroom or a remote setting, these skills can help students become more responsible and effective learners. In an ever-changing educational landscape, the role of self-regulated learning is increasingly central, helping students become well-rounded, resilient individuals, better prepared to navigate the challenges of academic life and beyond.<\/p>\n\n\n\n
References<\/h2>\n\n\n\n\nZimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.<\/li>\n\n\n\n Burman, Jeremy T.; Green, Christopher D.; Shanker, Stuart (September 2015). “On the Meanings of Self-Regulation: Digital Humanities in Service of Conceptual Clarity” (PDF). Child Development. 86 (5): 1507\u20131521. doi:10.1111\/cdev.12395.<\/li>\n\n\n\n Butler, Deborah L.; Winne, Philip H. (1995). “Feedback and Self-Regulated Learning: A Theoretical Synthesis”. Review of Educational Research. American Educational Research Association (AERA). 65 (3): 245\u2013281. doi:10.3102\/00346543065003245. ISSN 0034-6543.<\/li>\n\n\n\n Winne, Philip H.; Perry, Nancy E. (2000). “Measuring Self-Regulated Learning”. Handbook of Self-Regulation. Elsevier. pp. 531\u2013566. doi:10.1016\/b978-012109890-2\/50045-7.<\/li>\n\n\n\n Zimmerman, Barry J (1989). “A social cognitive view of self-regulated academic learning”. Journal of Educational Psychology. 81 (3): 329\u2013339. doi:10.1037\/0022-0663.81.3.329.<\/li>\n\n\n\n Williams, Peter E.; Hellman, Chan M. (1 February 2004). “Differences in Self-Regulation for Online Learning Between First- and Second-Generation College Students”. Research in Higher Education. 45 (1): 71\u201382. doi:10.1023\/B:RIHE.0000010047.46814.78.<\/li>\n\n\n\n Jansen, R. S., Van Leeuwen, A., Janssen, J., Jak, S., & Kester, L. (2019). Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: A meta-analysis. Educational Research Review, 28, 100292.<\/li>\n\n\n\n Carter Jr, R. A., Rice, M., Yang, S., & Jackson, H. A. (2020). Self-regulated learning in online learning environments: strategies for remote learning. Information and Learning Sciences, 121(5\/6), 321-329.<\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"Self-regulated learning (SRL) is a respected educational approach which encourages students to take control of their own unique learning journey. In this approach, students are guided through the process of effectively planning, monitoring,…<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_kad_blocks_custom_css":"","_kad_blocks_head_custom_js":"","_kad_blocks_body_custom_js":"","_kad_blocks_footer_custom_js":"","_kadence_starter_templates_imported_post":false,"_kad_post_transparent":"","_kad_post_title":"","_kad_post_layout":"","_kad_post_sidebar_id":"","_kad_post_content_style":"","_kad_post_vertical_padding":"","_kad_post_feature":"","_kad_post_feature_position":"","_kad_post_header":false,"_kad_post_footer":false,"footnotes":""},"categories":[3],"tags":[],"yoast_head":"\n
Self-Regulated Learning: What It Is, Why It Is Important and Strategies for Implementing It - Educational Technology<\/title>\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\t \n\t \n\t \n