Page 12 - International Perspectives on Effective Teaching and Learning in Digital Education
P. 12
Maša Černelič-Bizjak and Sabina Ličen
Self-Regulation and Metacognition
Students in digital environments must regulate their learning through time
management, goal setting, and self-monitoring. Strong self-regulation
skills are essential for managing time, setting goals, and tracking progress.
Metacognitive strategies like planning, monitoring, evaluating, self-assess-
ment, and reflection support learners in staying on track and improving per-
formance (Pintrich, ; Schraw & Moshman, 1995). These skills are crucial
for successful digital learning. While self-regulation and metacognition are
closely related, they are distinct concepts in cognitive science and education-
al psychology, each playing a unique role in the learning process.
Self-Regulated Learning
Self-regulated learning (SRL) is a key competence of successful learning in
digital learning environments, and it is a dynamic process characterized by
the active participation of learners. including the cognitive, metacognitive,
behavioral, motivational, and emotional/affective aspects of learning (Pana-
dero, 17). It is often referred to as the driving competence needed for trans-
forming individuals into successful independent learners (Boekaerts, 1991).
SRL requires learners’ active participation, i.e., they need to activate cognitive
and metacognitive learning strategies and to be aware of their prior knowl-
edge and skills (Broadbent, 17).
Previous studies in digital educational settings (Yilmaz et al., ; Bui et al.,
) suggest that those who can effectively monitor and regulate their cog-
nition, motivation and behavior are more likely to engage in deeper learning
and achieve greater academic success than learners with weaker self-regula-
tion skills (Carter et al., ). Self-regulated learners could plan their learn-
ing, set goals and acquire new knowledge independently (Theobald, 1).
SRL has been widely investigated by different authors within last three
decades to determine how behavioral, motivational, and cognitive compo-
nents interact, and several models for SRL have been developed. For further
reading, see Panadero (17) overview of models of SRL. However, what the
various existing models of SRL have in common is its cyclical process with
several phases and areas that are partly overlapping. Panadero (17) high-
lighted a three-phase structure identified by Puustinen and Pulkkinen (1):
Preparation, Performance, and Appraisal. While these phases may be labeled
differently across models, they are consistently present. Based on meta-an-
alytic evidence from existing SRL models, Panadero (17) draws two key
conclusions. First, SRL models offer a broad and cohesive framework that
aids in teaching students to be more strategic and efficient learners. Second,
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