, Volume 2, Issue 2-3, pp 57-65

Understanding the complex nature of self-regulatory processes in learning with computer-based learning environments: an introduction

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Learning about complex and challenging topics and domains with computer-based learning environments (CBLEs) typically involves the use of numerous self-regulatory processes such as planning, knowledge activation, metacognitive monitoring and regulation, strategy deployment, and reflection (Aleven and Koedinger 2002; Azevedo 2002, 2005; 2007; Azevedo and Hadwin 2005; de Jong 2005; Graesser et al. 2005; Lajoie and Azevedo 2006; Lepper 1988; Rouet 2006; Vye et al. 1998; White and Frederiksen 2005; Winne 2005). According to Pintrich (2000), self-regulated learning (SRL) is an active, constructive process whereby students set goals for their learning and then attempt to monitor, regulate, and control their cognition, motivation, and behavior; guided and constrained by their goals and the contextual features in the environment. Most models of SRL propose a general time-ordered sequence that students follow as they perform a task, but there is no strong assumption that the phases (including f