A Theoretical Framework of Self-Regulated Learning with Web-Based Technologies

Abstract

In the context of web-based technologies (WBT), a framework of self-regulated learning (SRL) is presented. SRL involves the cyclical actions of 1) task comprehension, 2) planning, 3) formation of strategies and 4) evaluating strategy effectiveness. A SRL with WBT framework is presented and suggests that SRL is a consequence of learner characteristics and supportive digital technologies to deliver learning strategies. Learner characteristics such as self-efficacy, experience, goal orientation, motivation, task-value beliefs and gender influence the use of SRL strategies and technology. WBTs facilitate the delivery of instructional strategies to support SRL by providing teachers and students with accurate, meaningful and accessible information. Such a paradigm proposes that an understanding of the ongoing reciprocal interactions between the elements of the digital environment and learner characteristics is needed to enhance SRL.