Abstract
This chapter explicates an empirically grounded and detailed theoretical framework for understanding the various components of self-regulated learning. A key distinction is articulated between metacognitive knowledge and metacognitive monitoring. It is argued that it is the accurate monitoring of learning experiences that is critical for effective self-regulation during learning, and that various accuracy measures for judgments of learning differ in how well they assess this construct of monitoring accuracy. Particular emphasis is placed on the importance of improving the relative accuracy of metacognitive monitoring skills, and that typical instruction in study strategies may not be sufficient to improve monitoring. The results of studies and manipulations that have resulted in superior monitoring accuracy are reviewed, and the implications for the development of learning technologies are discussed. A key observation is that in order to provide the opportunity for the development of effective regulatory skills, learning environments need to be careful not to deprive students of the opportunity to engage in self-regulation or monitoring of their own understanding.
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Griffin, T.D., Wiley, J., Salas, C.R. (2013). Supporting Effective Self-Regulated Learning: The Critical Role of Monitoring. In: Azevedo, R., Aleven, V. (eds) International Handbook of Metacognition and Learning Technologies. Springer International Handbooks of Education, vol 28. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-5546-3_2
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