Self-Regulated Learning and Technology-Enhanced Learning Environments

Abstract

Recent research suggests that technologically enhanced learning environments (TELEs) represent an opportunity for students to build their ability to self-regulate, and for some, leverage their ability to apply self-regulated learning (SRL) to acquire knowledge. This chapter reviews 55 empirical studies and interprets their findings to answer the following questions: (1) What is the theoretical basis for understanding the possible relations among SRL and TELEs? (2) What types of TELE have been used to study these relations? (3) When participants engage in SRL behaviors in a well-designed TELE, do they show greater learning than their peers who engage in fewer SRL behaviors? (4) How have TELEs been shown to promote SRL tendencies in learners? and (5) How do pre-existing SRL tendencies influence the ways in which learners interact with TELEs? Our review suggests that TELEs can promote SRL and are best used by those who can self-regulate learning. SRL training should occur before the task, or be embedded in the TELE. Knowledge acquisition in TELEs is supported by learner self-regulation and by design features that include immediate and adaptive feedback and tools which support SRL behaviors.