About this Research Topic
In recent years, online learning environments and innovative learning technologies, such as Virtual Reality (VR), Augmented Reality (AR), Mixed Reality (MR), Artificial Intelligence (AI), and Game-based Learning, have sparked a paradigm shift in the way we teach, learn, assess, and design learning experiences. While innovative
learning technologies are growing in popularity, many students struggle in such settings, especially students lacking certain personal attributes, such as being goal oriented and self-disciplined that are essential for learning success. Learners need to be able to navigate, engage, and persist in such environments with more autonomy
and self-directedness than was otherwise needed in traditional brick-and-mortar learning environments. This requires teachers enacting best pedagogical practices and assessment processes and learners to adopt, practice, and internalize self-regulated learning strategies.
Self-regulated learning (SRL) is an overarching term that addresses how students approach their learning, work towards goals, and evaluate and improve their performance. Self-regulated learning intertwines cognitive, meta-cognitive, behavioral and affective aspects. While SRL is important in any learning context, it is of particular importance in technology-enhanced learning environments. Ultimately, students who self-regulate are more likely to improve their academic performance, find value in their own learning process, and continue to be effective lifelong learners.
Research has shown that students who actively engage in learning activities achieve more compared to students who simply listen to instruction. However, students often struggle to self-regulate, which may contribute to lower academic performance. With this in mind, this Research Topic will examine current theoretical frameworks, research projects and empirical studies related to the design, implementation and evaluation of SRL models and SRL interventions in technology-enhanced learning environments.
This Research Topic will shed light on how SRL learning strategies can be implemented in programs, courses and pedagogies. Additionally, this special issue will review best practices for conducting research to measure the extent to which intelligent self-regulation features are supporting learning outcomes.
Researchers are invited to submit a proposal related to SRL and active learning designs, SRL learning processes, metacognition monitoring and tools and their implementation. We particularly welcome submissions pertaining to the effective design of online and innovative learning environments, instructional strategies that foster self-regulation, metacognitive feedback, assessment, and teacher professional development within the context of SRL and student success in online and innovative learning environments. The research areas covered in this special issue include, but are not limited to:
• Design of online and innovative learning environments
• Assessment and Measurement
• Self-regulated learning
• Metacognition
• Critical thinking
• Virtual reality
• Artificial Intelligence
• Pedagogical Practices
• Teacher professional development within the context of SRL
learning technologies are growing in popularity, many students struggle in such settings, especially students lacking certain personal attributes, such as being goal oriented and self-disciplined that are essential for learning success. Learners need to be able to navigate, engage, and persist in such environments with more autonomy
and self-directedness than was otherwise needed in traditional brick-and-mortar learning environments. This requires teachers enacting best pedagogical practices and assessment processes and learners to adopt, practice, and internalize self-regulated learning strategies.
Self-regulated learning (SRL) is an overarching term that addresses how students approach their learning, work towards goals, and evaluate and improve their performance. Self-regulated learning intertwines cognitive, meta-cognitive, behavioral and affective aspects. While SRL is important in any learning context, it is of particular importance in technology-enhanced learning environments. Ultimately, students who self-regulate are more likely to improve their academic performance, find value in their own learning process, and continue to be effective lifelong learners.
Research has shown that students who actively engage in learning activities achieve more compared to students who simply listen to instruction. However, students often struggle to self-regulate, which may contribute to lower academic performance. With this in mind, this Research Topic will examine current theoretical frameworks, research projects and empirical studies related to the design, implementation and evaluation of SRL models and SRL interventions in technology-enhanced learning environments.
This Research Topic will shed light on how SRL learning strategies can be implemented in programs, courses and pedagogies. Additionally, this special issue will review best practices for conducting research to measure the extent to which intelligent self-regulation features are supporting learning outcomes.
Researchers are invited to submit a proposal related to SRL and active learning designs, SRL learning processes, metacognition monitoring and tools and their implementation. We particularly welcome submissions pertaining to the effective design of online and innovative learning environments, instructional strategies that foster self-regulation, metacognitive feedback, assessment, and teacher professional development within the context of SRL and student success in online and innovative learning environments. The research areas covered in this special issue include, but are not limited to:
• Design of online and innovative learning environments
• Assessment and Measurement
• Self-regulated learning
• Metacognition
• Critical thinking
• Virtual reality
• Artificial Intelligence
• Pedagogical Practices
• Teacher professional development within the context of SRL
Keywords: Self-regulated Learning, Co-regulation, Student Agency, Digital Learning Environments, Metacognition, Metacognitive Feedback, Critical Thinking, Virtual Reality, Augmented Reality, Mixed Reality, Artificial Intelligence, Gamification, Pedagogical Practice
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
