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Self-Regulation in Computer-Based Learning Environments: Effects of Learner Characteristics and Instructional Support

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Multidisciplinary Research on Teaching and Learning

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Abstract

In the context of fast technological development and the widespread use of learning technologies in education, the need for students to regulate their own learning processes has become increasingly important (Bannert & Reimann, 2012; Winters, Greene, & Costich, 2008). Research in the last decade has revealed that students have to possess specific self-regulated learning (SRL) abilities in order to learn successfully in computer-based learning environments (CBLEs; Azevedo, 2009; Bannert, Hildebrand, & Mengelkamp, 2009). CBLEs contain different kinds of informational resources (e.g., texts, graphics, help tools) and therefore provide various opportunities for students to improve their learning. In addition, many CBLEs provide a high degree of learner control, allowing students to take full responsibility for the entire learning process. In other words, in learner-controlled CBLEs students can choose their own learning activities based on their personal needs and preferences (Williams, 1996).

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  1. Loredana Mihalca
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  2. Wolfgang Schnotz
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  3. Christoph Mengelkamp
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Editors and Affiliations

  1. University of Koblenz-Landau, Germany

    Wolfgang Schnotz , Alexander Kauertz , Heidrun Ludwig  & Johanna Pretsch , ,  & 

  2. University of Geneva, Switzerland

    Andreas Müller

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© 2015 Loredana Mihalca, Wolfgang Schnotz and Christoph Mengelkamp

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Mihalca, L., Schnotz, W., Mengelkamp, C. (2015). Self-Regulation in Computer-Based Learning Environments: Effects of Learner Characteristics and Instructional Support. In: Schnotz, W., Kauertz, A., Ludwig, H., Müller, A., Pretsch, J. (eds) Multidisciplinary Research on Teaching and Learning. Palgrave Macmillan, London. https://doi.org/10.1057/9781137467744_3

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