This document discusses self-regulated learning (SRL). It defines SRL as an active, goal-directed process where learners monitor, regulate, and control their cognition, motivation, emotions, and behavior. The document outlines several models of SRL and explains that SRL requires learners to use different strategic skills, have the will to learn, and be aware of their learning on a metacognitive level. It also discusses that SRL is important as it is connected to better learning outcomes and affects student well-being, and discusses that while SRL can be taught, it requires defining tasks, creating a supportive learning environment, and promoting SRL through the roles of both teachers and students.

1. SELF-REGULATED LEARNING
1
Marika Koivuniemi
Phd Student
Learning and Educational Technology research unit (LET)
University of Oulu
FACULTY OF EDUCATION/ Learning and Educational Technology research unit (LET)/ Marika Koivuniemi 3.11.2014

2. FACULTY OF EDUCATION/ Learning and Educational Technology research unit 3.11.2014
(LET)/ Marika Koivuniemi
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TASK 1: WHAT KIND OF LEARNER I’M?
• Think your own learning and write these things down:
• What is the best way for you to learn?
• Does it follow some spesific pattern?
• What is the biggest challenge for you in your learning?
• Have you try to solve this challenge? If yes, tell how.

3. LEARNING
• Learning can challenge learners with several ways
• Fast technological development has brought new challenges for
learning
HOW WE SHOULD LEARN AND TEACH?
FACULTY OF EDUCATION/ Learning and Educational Technology research unit 3.11.2014
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4. 21ST CENTURY LEARNING SKILLS ARE NEEDED
FACULTY OF EDUCATION/ Learning and Educational Technology research unit 3.11.2014
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Critical thinking
and problem
solving
Creative thinking
collaborating
communicating

5. We need to learn
how to SELF-REGULATE
our learning!
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6. SELF-REGULATED LEARNING
FACULTY OF EDUCATION/ Learning and Educational Technology research unit 3.11.2014
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Self-regulated learning is an active, constructive and
goal directed process where learners monitor,
regulate, and control their cognition, motivation,
emotions, and behaviour, guided and constrained by
their goals and the contextual features in the
environment (Pintrich, 2000)
Theoretical models of self-regulated learning (SRL) seek to
explain why some students succeed in their studies and are
more capable to regulate their behaviour, and others failure in
both sense

7. ”Self-regulation emerges when students judge
there might be better ways to achieve their goals
than whichever method they are currently using”
(Winne & Hadwin, 2008)
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WHEN IS NEED FOR
REGULATION?
CHALLENGE/PROBLEM

8. • Different strategic skills
• WILL to learn!
• Awareness of own learning in metocognitive
level
• Students shouldn’t only regulate their
cognitive skills! Also motivation and emotions
should be regulate if them challenge learners!
FACULTY OF EDUCATION/ Learning and Educational Technology research unit 3.11.2014
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WHAT SRL REQUIRES
FROM THE LEARNER?

9. MOTIVATION AND EMOTION REGULATION
• Motivation control strategies
• Positive self-talk
• Promising extrinsic rewards
• Evoke extrinsic goals
• Make the studying more interesting
• Make the studying more relevant or useful
• Emotional control strategies:
• Expressing emotions
• Suppressing emotions
• Denial and distraction
• Re-appraising the situation
• Acquiring and providing social support
FACULTY OF EDUCATION/ Learning and Educational Technology research unit 3.11.2014
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???
!!! !%?#!

10. MODELS OF SRL
• There is different models of SRL
• Winne & Hadwin, 1998
• Boekaerts, 1996
• Pintrich, 2000
• Zimmerman, 2010
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11. SRL MODEL BY WINNE & HADWIN (1998)
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Understanding
tasks
Goals and
plans
Applying
strategies
Adapting and
regulating
Monitoring
Evaluating
(Feedback)
What is my task?
How should I
evaluate and
control my
learning?
How I should
work to reach the
goals? What
strategies should
I use?
What is
my goal/s?
What I
should do
to reach
these
goals?

12. TYPES OF REGULATION
• Regulation of learning could emerge in independent,
cooperative and collaborative learning situations
• Self-regulated learning (SRL)
• Co-regulated learning (CoRL)
• Socially shared regulation (SSRL)
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13. • Connected to better learning results
• Affect to students wellbeing
• Important skills for our life (studies, work,
hobbies..)!
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WHY REGULATE OWN
LEARNING?

14. HOW TO LEARN REGULATE OWN LEARNING?
• It is possible to teach SRL!
• BUT how?
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15. TASK 2: WHAT IS SRL IN PRACTICE? ARE WE
SELF-REGULATED LEARNERS?
• Groups (3-4 students)
• Everyone tell: What kind of learning I’m (answers created
during Task 1)
• Discuss together:
• What is good learning and how theory of SRL is part of it?
• Do you find SRL from your own learning?
• Have you got support for SRL during your studies?
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16. TASK 3: HOW TO TEACH/SUPPORT SRL?
• Groups (3-4 students)
• DISCUSS:
• How SRL could be teach to the students? (Exaples)
• What is teachers role of that?
• How about students role?
• What else is needed?
• AFTER DISCUSSION:
• Choose the best example
• Make 5 min presentation where you descripe the example and
answer the questions which are presented up.
FACULTY OF EDUCATION/ Learning and Educational Technology research unit 3.11.2014
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17. HOW TO LEARN REGULATE OWN LEARNING?
• It is possible to teach SRL!
• BUT how?
• Important is:
• Task definitions
• Learning environment
• Ways of prompoting and supporting SRL
• Learner is active participant!!!
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18. SELECTED REFERENCES
• Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European Psychologist, 1(2), 100-112.
• Hadwin, A., Järvelä, S., & Miller, M. (2011). Self-regulated, co-regulated, and socially shared regulation of learning. In B. J. Zimmerman &
D. H. Schunk, Handbook of self-regulation of learning and performance (pp. 65-84). New York: Routledge.
• Pintrich, P. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of
self-regulation (pp. 451-502). San Diego, CA: Academic Press.
• Puustinen, M., & Pulkkinen, L. (2001). Models of self-regulated learning: A review. Scandinavian Journal of Educational Research, 45(3).
• Schunk & Zimmerman, 1994
• Winne, P., & Hadwin, A. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in
educational theory and practice. New Jersey: Lawrence Erlbaum associates.
• Winne, P., & Hadwin, A. (2008). The weave of motivation and self-regulated learning. In D. Schunk & B. Zimmerman (Eds.), Motivation and
self-regulated learning. New York: Routledge.
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