1. SELF-REGULATED LEARNING
Jonna Malmberg
Oppimisen ja Koulutusteknologian Tutkimusyksikkö
(LET)

2. Who am I?
• Ph.D Candidate in LET team.
• Areas of interest self-regulated and strategic
learning
• How to identify challenges learners confort?
• How is the students task understanding related
to the students stratgic learning in various task
types?
• Technology is used as a method to collect
process data of the students learning.

3. Overview
• Self-regulated learning (Winne & Hadwin, 1998, Hadwin lecture,
2009, Zimemmerman, 2000; Järvelä, 2010)
• Example of ADDRESS research design – How
to support self-regulated learning in practise.
• How could you self-regulate your own learning?

4. LET
LET focuses its research and teaching on the
learning sciences and technology-enhanced
learning. The members of this research group
have particular expertise in the integration of
theoretical perspectives on the social, cognitive
and motivational processes of learning and
utilising it in research-based design. In practice we
aim for understanding the “skill and will” of learning
and design future innovations for learning.

5. This Is To Say
• Research in LET is related on learning sciences
• The goal is to understand what constitutes of
meaningful learning and how to to support
meaningful learning with or without technology.
• In order to understand what is meaningful
learning, think first, what characterises good
learner.
• How do you define good learner?

6. Self-regulated Learner
• Capable of taking charge of their own learning.
• Recognizes own strengths and weeknesses in
various learning situations.
– Knowledge of different strategies that can aid
meaningful learning
– Motivated to use these strategies in order to
reach learning goal
– Can use these strategies depending on the
learning situation.
Zimmermann, 2001; Winne & Perry,
2001

7. What is self-regulated learning?
• Active and proactive learning
• Process of learning to monitor, evaluate, and regulate (or
change) your own
– Learning and thinking (e.g. remember textbook)
– Motivation (e.g. feeling inspired or interested)
– Behaviour (e.g. getting organized, getting started)
• Lifelong process that you develop and refine over time
• CAN BE TEACHED AND LEARNED

8. What is self-regulated learning?
• Self-regulated learning is often described as an
active cyclical process whereby students
regulate their efforts to optimize
cognitive, motivational and behavioural
processes, guided by their learning goals and
the contextual features of the environment
(Pintrich, 2000; Zimmerman, 1998).
• Self-regulated learning includes elements of
planning, goal setting, monitoring, and
controlling the progress toward the achievement
of a learning goal.

9. Successful Learners…
• seek out information when needed and regulate
learning – not passive recipients or bi-standers.
• apply systematic and controllable processes to accept
greater responsibility for their achievement outcomes
(Zimmerman, 1990).
• plan, set goals, organize, self-monitor, and self-
evaluate at various points in the learning cycle
(Corno, 1986, 1989).
• engage in a “self-oriented feedback” loop –monitor
the effectiveness of their learning methods or
strategies and react to feedback by changing
perceptions, beliefs or strategies (Winne & Hadwin,
1998)

10. A bit like conducting experiments about
your learning
• Identify a problem
• Set goals
• Make plans and set procedures
• Collect data about how things are going
• Compare findings to original goals
• Based on your findings, you make
changes to the goals, plans or strategies

11. Why it is important to self-regulate
learning?
• There is no doubt, that students who self-
regulate learning tend to learn better in variety of
domains (Wolters, 1998).
• Awareness of strengths and weaknesses
– What strategies I can use to bridge the caps between
ability and task demands?
• Motivation
– Willingness to deep understanding, instead of having
a good grades.

12. • Simply learning a new skill does
not mean that you will use it unless
you are motivated to do so.

13. Cyclical model of self-
regulated learning
• Self-regulated learning occurs when students sustain and manage their
achievement efforts through activities that are employed towards
attainment of students own goals (Zimmerman 1999; Pintrich 2001).
• Challenges provides means for self-regulated learning to occur
(Hadwin, Järvelä & Miller, 2010).
• SRL can be divided in three to four different phases depending of the model.
Questions Highlights Notes
2a CONTROLLING
2bMONITORING
•understanding
•tactic use
•previous experiences
•Better task understanding
2 PLANNING AND GOAL
SETTING •previouse knolwedge
•Strategic knowledge
1 TASK
UNDERSTANDING
3. REFLECTING
Winne & Hadwin, 1998 , Zimmerman, 2000

14. 1. Task understanding
•1st phase in self-regulating learning
•What am I supposed to do?
•Drawing on past knowledge and
experiences
•Constructing your own representation or
“picture” of the task
When you know what you are supposed
to be doing, what it looks like, and what it
feels like to be on track

15. If the task understanding is accurate
• More likely to successfully regulate learning
• Perform better
• Choose good strategies for task completion
• BECAUSE
• Know what to aim for and what success might look like
• Can tell if they are off track along the way

16. 2. Planning and goal setting
• Standards
• Something students use to judge progress
• Something students can use to judge performance
• Lead to strategy choices
• Reflections of task understanding

17. Read the scenario:
• What makes this student successful with this
task or assignment?
• What challenges or problems did the student
encounter with this task or assignment?
• What did the student miss (if anything)?

18. What types of goals you can set?
• Short term goals in early stages of learning
 outline ways you can attain an eventual target or outcome
 break an outcome goal into processes or steps
 used to monitor and evaluate progress
• Long term goals later in the mastery process –
performance improvement
 performance targets (e.g. master the learning material or
accomplish the course)
 used to monitor and evaluate performance

19. 3. Monitoring and controlling
• Monitoring targets: 1) Understanding 2) Strategy use
• Strategy use is depending on the different features of current learning
situation, such as context, task and various aspects of self (Paris &
Paris, 2002).
• when to use the strategy
• why the strategy works
• how to apply the strategy
• how to check if the strategy works
• Customize strategies IF……THEN…..ELSE

20. Wow..This theory is more
challenging than I
thought..
Hmm..usually I am
succesful with this types of
tasks..
WAIT A MINUTE! I need to
elaborate those MAIN
concepts first. I can continue
with..
The strategy is first to select
main concepts and then apply
those in my own experiences..

21. Cyclical model of self-
regulated learning
• Self-regulated learning occurs when students sustain and manage their
achievement efforts through activities that are employed towards
attainment of students own goals (Zimmerman 1999; Pintrich 2001).
• Challenges provides means for self-regulated learning to occur
(Hadwin, Järvelä & Miller, 2010).
• SRL can be divided in three to four different phases depending of the model.
Questions Highlights Notes
2a CONTROLLING
2bMONITORING
•understanding
•tactic use
•previous experiences
•Better task understanding
2 PLANNING AND GOAL
SETTING •previouse knolwedge
•Strategic knowledge
1 TASK
UNDERSTANDING
3. REFLECTING
Winne & Hadwin, 1998 , Zimmerman, 2000

22. What is a strategic learning?
• Learning strategy is a set of different study
tecnhiques.
….During that lecture, I wrote down some keywords….
…When I created a timeline, it really made it easy for me…
…Browsing through the material helped me to get the picture of the topics...
..By focusing my reading based on the titles and subtitles helped me to
understand…
• Spent few minutes with discussing with your peer to
think strategies you know?

23. Problems in strategic learning
• Students can name and use different types of strategies
when they are asked to do so, but they do not
necessarily use the strategies purposefully (Bransford et
al.1986).
• Selection of strategy is not necessarily optimal when a
mismatch between outcome and desired outcome is
monitored (Winne and Jamieson-Noel 2002).
• Students do not use them or change their prominent
strategy (Cao and Nietfeld 2007; Graham et al. 2008;
Rabinowits et al. 1992).
• Students are not aware of what strategies are.
• Effort of carrying out a deeper strategy might be too
much (Winne and Hadwin 2008).

24. General learning strategies
Learning strategies Actions
Rehearsal Underline, copying words
Elaboration Explaining, making notes and
drawing connections
Organisational Concept- or mind mapping
These strategies are not equally effective in all the learning situations, but
it has been ackowledged that use of these strategies helps to learn and
understand (Weinstein & Mayer, 1986),

25. Rehearsal strategy
1) Repeating words in the correct serial order
2) Using highlighting
• Identifying only main ideas
• Not effective when used alone
• Students often do not regognise main ideas

26. Elaboration strategy
• Paraphrasing or summarising, explaining ideas
by making notes to link to-be-learned
information to prior knowledge structures, asking
questions.
• Effective strategy because: additional ways on
how to recall information.

27. Organisational strategy
• The purpose of organisational strategies is to
translate information into another form, such as
creating concept maps, diagrams or timelines
(Weinstein, & Mayer, 1986).
• The use of organisational strategies fosters
externalization of knowledge and enhances
selection of the most important concepts (Hilbert
& Renkl, 2007).
• What is allready known and how the knowledge
structures change.

28. In order to self-regulate learning..
…Knowledge about different strategies
…Skill and will to cope with various learning
situations
…Degree of self-regulated learning varies
depending on the learning
situation…
Volet & Järvelä, 2000; Hadwin, Järvelä &

29. SELF-REGULATED LEARNING
• The focus of self-regulated learning theory is to
understand the process by which learners set
goals, plan, execute, and adapt their learning from
situation to situation (Hadwin, Järvelä &
Miller, 2011).
• Earlier research have provided information how
different aspects such as
A) Use of cognitive learning strategies
Alexander et al. 1998
Pintrich & DeGroot 1990 IMPROVES LEARNING
Paris & Paris 2007
B)Regulation of motivation
Wolters, 1998;
Wolters & Pintrich 1999

30. Monitor and Control
Motivation regulation strategies
Interest enhancement
Rewards
Perfomance phase Positive self-talk
Cycles of
SRL
Forethought Self-Reflection
Self-judgment
Task analysis •Self-evaluation
•Goal setting •Causal attribution
•Strategic planning
Self motivation beliefs
•Self-efficacy
•Outcome expectations
•Interest/value
•Goal orientation

31. Wow..This theory is more
challenging than I
thought..
I am no use…I Can´t do
this..
I just might drop out…

32. • Self-regulated learning is a skill that could be
teached and learn influenced by the learning
context.
Self-regulated learning can be teached and learn
1) Observing (What characterises the curren actions)
2) Replicating (Replicating the actions in a same learning
context)
3) Emulating (To exercise features of SRL in a structured
learning context)
Self-regulated learning – without quidance in
different learning context.
(Zimmerman, 2001; Palincsar, 1998).

33. address research project
• nStudy provided very rich learning environment
for the students who were in a novel situation.
• Self-regulatory practises should be embedded
into daily activities – SRL is a skill, that can be
teached and learned.

34. ADDRESS
Adaptive Motivation Regulation in Individual and
Socially Shared Learning Situations
• Task undesrtanding and
learning goals.
• Prompting strategy use with 1.TASK
UNDERSTANDING
cognitive tools
– Structured note tool
– Highlight with labels
• Important information
• Interesting detail 3. ADAPTING AND
SRL 2. PLANNING AND
REFLECTING GOAL SETTING
• I don´t understand
• Prompting awarenes of
strategy use
1. Understanding
2. Evaluating strategy use 3. STRATEGY USE
• Adapting and reflecting
– Reflecting studying
– RLQ Questionnaire

35. TASK UNDESRSTANDING AND GOAL SETTING
PLANNING NOTE
1. Describe your task
2. What terms and
concepts relate to
this task
3. Set one goal for this
task

36. STRATEGY USE
STRUCTURED NOTE TOOL
1) Guestion and answer
with starting prompts
2) Compare and Contrast
3) IDEA note (Idea,
Connections and
extensions)

37. MONITORING UNDERSTANDING
HOW AM I DOING?
• Identifying main
topics
• Connecting ideas
• Explaining
• Using prior
knowledge
• Goal attainment
• Focusing

38. MONITORING STRATEGY USE
STRATEGY LOG
• What strategy was used (Strategic knowledge)
• Why strategy was used (Conditional knowledge)
• How well the strategy worked (Procedural
knowledge)

39. Think about your studying
• Think about this course:
- What is the meaning of this course?
- What does the teachers want you to learn?
- How is this course being evaluted?
-What can you do to improve your learning?