Online learning has become an increasingly popular mode of learning in today’s education. With the pandemic resulting in stay-at-home orders worldwide, most, if not all, current students will have experienced online learning to some degree. Unfortunately, those learners who choose, or are forced, to study online do so with lower retention rates and academic success. Given the high level of autonomy that is required with online learning, Self-Regulated Learning is thought to be essential for academic success when studying online. SRL refers to the various ways individuals plan, monitor, control, and regulate their learning. Most SRL frameworks contain three main phases: preparatory, performance, and appraisal, while each phase includes components of metacognition, cognition, motivation, and emotion. Thus, successful online learning environments should consider the explicit teaching of self-regulatory behavior and embed supports for the use of these skills, and/or consider the SRL theory in designs of online learning settings.
This Research Topic aims to collect recent research revolving around SRL and its connection to online learning settings. Although SRL plays an important role in online learning, in reality, most online learning settings ignore proper integration of SRL. Thus, arguably, some existing challenges in this area that this Research Topic aims to address include:
· Ways in which SRL and online settings can support/promote each other;
· How online learning settings can contribute to further improvement of SRL theory as such;
· How to integrate SRL theory in designs of online learning settings to effectively promote such skills during the course of learning;
· How to properly consider some phases (e.g., Preparatory and Appraisal) and components (e.g., Emotion) of SRL that have been ignored in the majority of existing online learning settings; and
· Whether traumatic circumstances, such as a pandemic, begs further refinements to the original theory of SRL.
This collection welcomes original research, systematic reviews, methods, reviews, mini-reviews, hypothesis and theory, and curriculum, instruction and pedagogy articles. Contributions may include, but are not limited to, the following topics related to SRL:
· Innovative measures for online learning settings (e.g., multimodal, new instruments, learning analytics);
· Technology-enhanced learning (e.g., dashboards, adaptive systems; mobile apps);
· Innovative pedagogical designs (e.g., flipped classroom, learning diaries);
· Influences of learning environment changes (e.g., from in-person to online) on student self-regulated learning
· Self-regulated learning in online education settings
· Co-regulation in online learning environments
Online learning has become an increasingly popular mode of learning in today’s education. With the pandemic resulting in stay-at-home orders worldwide, most, if not all, current students will have experienced online learning to some degree. Unfortunately, those learners who choose, or are forced, to study online do so with lower retention rates and academic success. Given the high level of autonomy that is required with online learning, Self-Regulated Learning is thought to be essential for academic success when studying online. SRL refers to the various ways individuals plan, monitor, control, and regulate their learning. Most SRL frameworks contain three main phases: preparatory, performance, and appraisal, while each phase includes components of metacognition, cognition, motivation, and emotion. Thus, successful online learning environments should consider the explicit teaching of self-regulatory behavior and embed supports for the use of these skills, and/or consider the SRL theory in designs of online learning settings.
This Research Topic aims to collect recent research revolving around SRL and its connection to online learning settings. Although SRL plays an important role in online learning, in reality, most online learning settings ignore proper integration of SRL. Thus, arguably, some existing challenges in this area that this Research Topic aims to address include:
· Ways in which SRL and online settings can support/promote each other;
· How online learning settings can contribute to further improvement of SRL theory as such;
· How to integrate SRL theory in designs of online learning settings to effectively promote such skills during the course of learning;
· How to properly consider some phases (e.g., Preparatory and Appraisal) and components (e.g., Emotion) of SRL that have been ignored in the majority of existing online learning settings; and
· Whether traumatic circumstances, such as a pandemic, begs further refinements to the original theory of SRL.
This collection welcomes original research, systematic reviews, methods, reviews, mini-reviews, hypothesis and theory, and curriculum, instruction and pedagogy articles. Contributions may include, but are not limited to, the following topics related to SRL:
· Innovative measures for online learning settings (e.g., multimodal, new instruments, learning analytics);
· Technology-enhanced learning (e.g., dashboards, adaptive systems; mobile apps);
· Innovative pedagogical designs (e.g., flipped classroom, learning diaries);
· Influences of learning environment changes (e.g., from in-person to online) on student self-regulated learning
· Self-regulated learning in online education settings
· Co-regulation in online learning environments
