Running Head: Self-Regulated Learning in Digital Environments

Keywords: Self-Regulated learning; Digital environment; Digital technology; Learning environments; Instructional technology; Self-Efficacy; Metacognition; ScaffoldingAbstract: From a metacognitive perspective, self-regulated learning (SRL) refers to the cyclical processes of understanding the required task, developing a plan and implementing strategies to satisfy task requirements and monitoring the effectiveness of those strategies in achieved the desired outcome. SRL is promoted by teachers who provide instructional architecture that encourages students to ensure that the task is fully understood, select and execute effective plans and strategies and monitor personal progress toward task completion. Such instructional architecture is more readily applied in digital, as opposed to traditional, learning environments. A considerable volume of research establishes that the instructional tools available in digital learning environments are particularly useful in supporting SRL. This paper reviews current theoretical models and recent empirical investigations germane to applications of digital technology to promote SRL. Based upon such review of theoretical and applied research, a comprehensive instructional framework of SRL in digital environments is presented.1. Self-Regulated Learning in Digital Environments: Theory, Research, PraxisThe term self-regulation (i.e., collective actions used to progress toward a desired goal) first appeared in the educational literature in the 1960s (Chen, 2002). In educational discourse, the concept of self-regulated learning (SRL) emerged in the 1980s and gained prominence in the 1990s (Dinsmore, Alexander, & Loughlin, 2008). Theoretically, SRL involves cognitive strategies such as rehearsal, elaboration, organization and metacognition (Roll, Aleven, McLaren, & Koedinger, 2011; Sitzmann, Bell, Kraiger, & Kanar, 2009). Metacognition refers to the knowledge and awareness of thinking processes and the strategies and ability to evaluate and regulate those processes (Schneider, 2008; Stolp & Zabrucky, 2009). The self-regulated student intentionally exerts effort toward managing and directing complicated learning activities (Kauffman, 2004). Self-regulation in learning is critically related to learning effectiveness and high-achieving students are typically highly self-regulated in their approach to learning (Gordon, Dembo, & Hocevaral, 2007; Law, Chan, & Sachs, 2008; Puzziferro, 2008; Schunk, 2005).Instructional applications of digital technology have proven particularly effective in promoting SRL (Barak, 2010; Delfino, Dettori, & Persico, 2008; Denton, Madden, Roberts, & Rowe, 2008; Geddes, 2009; Steffens, 2006). According to Wang (2011), "the main advantage of e-Learning is that it overcomes the limits of time and space and provides learners opportunities to perform self-directed learning" (p. 1802). This is fortunate since, as a result of increased autonomy, "online learners must take greater responsibility for the management and control of their own academic progress" (Artino, 2008, p. 38). This paper summarizes current theoretical models of SRL and reviews recent empirical investigations germane to applications of digital technology to promote SRL. Based upon such theoretical and applied research, a comprehensive instructional framework of SRL in digital environments is presented. Such a framework organizes the relationships between the processes of SRL and the mechanisms by which course designers can develop, and teachers/tutors can deliver, digital learning experiences that support and facilitate SRL.2. Theoretical Models of Self-Regulated LearningSelf-regulated students set task-oriented and reasonable goals, take responsibility for their learning and are highly motivation to learn (Heikkila & Lonkab, 2006). Zimmerman (2002) proposed a cyclical three phase theoretical model of SRL which involves forethought, performance and reflection. …