Metacognition and Learning

, Volume 9, Issue 2, pp 229–237 | Cite as

Issues in researching self-regulated learning as patterns of events

Article
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Abstract

New methods for gathering and analyzing data about events that comprise self-regulated learning (SRL) support discoveries about patterns among events and tests of hypotheses about roles patterns play in learning. Five such methodologies are discussed in the context of four key questions that shape investigations into patterns in SRL. A framework for this review is provided by a model that structures SRL in terms of: conditions of a task, operations, products generated by operations, evaluations of work and standards used in evaluations (COPES; Winne in Journal of Educational Psychology, 89, 397–410, 1997). Four recommendations are made for future work on SRL as patterned activity: prune models of SRL with experimental tests, explicitly include goals in data, ensure learners have options for SRL by training them in tactics and strategies, and provide learners access to accurate displays about the events and patterns that comprise SRL.

Keywords

Self-regulated learning Pattern analysis Metacognition 
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Notes

Acknowledgments

This research was supported in part by the Canada Research Chairs Program and a grant from the Social Sciences and Humanities Research Council of Canada SRG 410-2011-0727.

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Copyright information

© Springer Science+Business Media New York 2014

Authors and Affiliations

  1. 1.Faculty of EducationSimon Fraser UniversityBurnabyCanada

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