The theory of affordances

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Online communities – Designing Usability, Supporting Sociability

Self-regulated learning (SRL) includes the cognitive, metacognitive, behavioral, motivational, and emotional/affective aspects of learning. It is, therefore, an extraordinary umbrella under which a considerable number of variables that influence learning (e.g., self-efficacy, volition, cognitive strategies) are studied within a comprehensive and holistic approach. For that reason, SRL has become one of the most important areas of research within educational psychology. In this paper, six models of SRL are analyzed and compared; that is, Zimmerman; Boekaerts; Winne and Hadwin; Pintrich; Efklides; and Hadwin, Jarvela and Miller. First, each model is explored in detail in the following aspects: (a) history and development, (b) description of the model (including the model figures), (c) empirical support, and (d) instruments constructed based on the model. Then, the models are compared in a number of aspects: (a) citations, (b) phases and subprocesses, (c) how they conceptualize (meta)cognition, motivation and emotion, (d) top–down/bottom–up, (e) automaticity, and (f) context. In the discussion, the empirical evidence from the existing SRL meta-analyses is examined and implications for education are extracted. Further, four future lines of research are proposed. The review reaches two main conclusions. First, the SRL models form an integrative and coherent framework from which to conduct research and on which students can be taught to be more strategic and successful. Second, based on the available meta-analytic evidence, there are differential effects of SRL models in light of differences in students’ developmental stages or educational levels. Thus, scholars and teachers need to start applying these differential effects of the SRL models and theories to enhance students’ learning and SRL skills.

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A Review of Self-regulated Learning: Six Models and Four Directions for Research.

The flipped classroom is a well-recognized learning mode that enables effective practice and interactions among teachers and students in the class by switching the in-class instructional time and out-of-class practicing time. However, owing to their lack of self-regulated competence, most students might fail to browse and comprehend the instructional materials out of class by themselves. In this paper, a self-regulated flipped classroom approach is proposed to help students schedule their out-of-class time to effectively read and comprehend the learning content before class, such that they are capable of interacting with their peers and teachers in class for in-depth discussions. In order to evaluate the effectiveness of the proposed approach, a quasi-experimental design was employed in an elementary school Mathematics course. The experimental group students learned with the self-regulated flipped classroom approach, while the control group students learned with the conventional flipped classroom approach. The study was conducted using a quantitative approach. The instruments used were a performance test, and questionnaires of self-efficacy and self-regulation. The experimental results indicated that the post-test score of the experimental group was significantly higher than that of the control group. It was also found that the higher self-regulation students showed significantly different learning achievements when learning with different approaches, while there was no significant difference between lower self-regulation students with the different learning approaches. Moreover, the experimental group showed significantly higher self-efficacy than the control group. In addition, the learning log analysis results further showed that, conforming to the objective of the self-regulated strategy, the students would determine the goals for the next learning phase based on their current performance. To sum up, the findings of this study indicate that integrating the self-regulated strategy into flipped learning can improve students' self-efficacy as well as their strategies of planning and using study time, and hence they can learn effectively and have better learning achievements. A self-regulated flipped classroom approach was proposed.The approach helped students effectively schedule their out-of-class time.An experiment was conducted in an elementary school math course.The approach improved the students' learning achievement, self-efficacy and self-regulation.The approach helped the students determine learning goals and performance.

A self-regulated flipped classroom approach to improving students' learning performance in a mathematics course

Early socio-cognitive conceptions of self-regulated learning (SRL) emphasized individual, cognitive-constructive aspects involved in cognition, behavior, and motivation, as well as social context as a component in the triadic process of self-regulation. In this chapter, there are three primary modes of regulation in collaborative learning: self-regulated learning, [socially] shared regulation of learning, and co-regulated learning. The following revisions to those constructs more adequately address conceptual and empirical challenges emerging in the past few years. SRL became a cornerstone for exploring more social forms of regulation such as co-regulation and shared regulation. Co-regulation occurs when affordances or constraints are appropriated by individuals (self-regulation) or groups (shared regulation) to fundamentally provoke strategic monitoring, evaluating, or adapting of motivational, behavioral, cognitive, and/or affective products within and across phases of regulation. Shared regulation can be successfully promoted by scripting planning and reflection to: increase awareness of learning processes, externalize learning processes in a social plane, and activate key regulation processes.

Self-Regulation, Co-Regulation, and Shared Regulation in Collaborative Learning Environments

For effective computer supported collaborative learning (CSCL), socially shared regulation of learning (SSRL) is necessary. To this end, this article extends the idea first posited by Jarvela and Hadwin (Educ Psychol 48(1):25–39, 2013) that successful collaboration in CSCL contexts requires targeted support for promoting individual self-regulatory skills and strategies, peer support, facilitation of self-regulatory competence within the group, and SSRL. These (meta)cognitive, social, motivational, and emotional aspects related to being/becoming aware of how one learns alone and with others are for the most part neglected in traditional CSCL support. Based upon a review of theoretical and empirical studies on the potential of and challenges to collaboration, three design principles for supporting SSRL are introduced: (1) increasing learner awareness of their own and others’ learning processes, (2) supporting externalization of one’s own and others’ learning process and helping to share and interact, and (3) prompting acquisition and activation of regulatory processes. Finally, an illustrative example is presented for how these principles are applied in a technological tool for supporting SSRL.

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Marieke Koivuniemi

Papers

Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools