Self-regulated learning (SRL)

1. What is new I learnt in this session?

In session 4 of the course named Emerging Technologies in STEM Education, the teacher
talked about self-regulated learning (SRL). It seems not complicated but it is not.
Students always asked to do self-studies before the lesson and do revision after the
lesson. I believe that SRL not only includes self-studies and revision, but also a lot more
than that. SRL requests students to be an independent learner and equipped with strong
autonomy ability.
SRL is generally defined as a goal-directed process, students are requested to engage in
self-reflection and self-evaluation to obtain desired learning outcomes (Miller &
Brickman, 2004). Students equipped with SRL ability, he or she are able to set a
particular learning standard, select appropriate strategies to achieve their goal by
planning, engage various skills to monitor their learning progress, and make
modifications when encountered with obstacles (Winne, 1995). In short, SRL students are
familiar with the successful criteria by using the appropriate metacognitive, motivational,
and affective strategies (Boekaerts, 1995).
However, SRL will not come up by itself (Winne, 2005) and be induced easily
(Struyven, Dochy, Janssens, Schelfhout, & Gielen, 2006).

2. What other research I have conducted and new ideas I found?

Nearly 5 years ago, I requested my students to participate in learning activities. I thought
that was similar to SRL, but now I know that is not. My students and I were doing Self-
directed learning (SDL).
My class of DAT students was necessary to complete a School Basic Assignment (SBA)
within 2 academic years. I asked them to learn outside the class and play attention to
anything related to the SBA. Unfortunately, I did not set a plan with students to
implement their self-directed learning, as a result, not only lack of information return, but
also the learning progress fell behind the schedule. I believe that SDL may not take place
in the classroom and anywhere in the school premise, however, setting goals and
planning is necessary.

3. Can I introduce any additional tool that might be useful?

I would like to introduce an useful learning tool named Micro-learning. Micro-learning is
an informal learning approach that takes place anytime and anywhere. Micro-learning is a
convenient learning tool, it can be presented in many forms, such as multimedias, photos,
video, and poster. Appropriately use micro-learning skills are absolutely able to assist
students to learn more efficiently and effectively.

4. Can I demonstrate that I am able to apply these concepts?

 The similarities and differences of SDL and SRL must be specified and clarified before
implementation, their similarities and differences as shown in figure 1.

Figure 1

5. What these concepts mean for the school practices and STEM educational research?
In the past year, almost all students around the world have had no face to face (f2f)
lecture, their learning mode changed from f2f to online. Teachers spent more time
preparing teaching materials such as online worksheet, assessment, and video.
Self-regulated learning, at this moment, is especially important to maintain students'
learning schedule and learning performance. Teachers should train their students’ self-
discipline in learning. Perhaps, teachers are necessary to assist students to learn 30
 minutes a day to establish a learning habit. Later on, ask students to design their own
learning schedule, hopefully they will move on to do it actively to be a SRL learner.

Reference
1. Miller, R. B., & Brickman, S. J. (2004). A model of future-oriented motivation and self-
regulation. Educational Psychology Review, 16, 9–33.
2. Winne, P. H. (1995). Inherent details in self-regulated learning. Educational
Psychologist, 30, 173–187.
3. Boekaerts, M. (1995). Self-regulated learning: Bridging the gap between metacognitive
and metamotivation theories. Educational Psychologist, 30, 195–200.
4. Winne, P. H. (2005). A perspective on state-of-the-art research on self-regulated learning.
Instructional Science, 33, 559–565.
5. Struyven, K., Dochy, F., Janssens, S., Schelfhout, W., & Gielen, S. (2006). On the
dynamics of students’ approaches to learning: The effects of the teaching/learning
environment. Learning and Instruction, 4, 279–294.
6. Saks, Katrin, & Leijen, Äli. (2014). Distinguishing Self-directed and Self-regulated
Learning and Measuring them in the E-learning Context. Procedia, Social and
Behavioral Sciences, 112, 190-198.