Self-regulated learning

Self-Regulated Learning (SRL) Over the last decades, the educational research have turned into the social factor, Self-Regulated Learning (SRL) has come to be an important topic in pedagogical theories. SRL refers to the ability of the students to take charge of their own learning by choosing and setting their own goals. From this perspective, self-regulated learners use individual strategies in order to monitor, regulate, control and evaluate all the aspects related to their learning. The lens of SRL highlights the recognition of the need of learning, the choice in relation to that need (what to learn, how, where and when to learn it) and the satisfaction that need efficiently and affordably. SRL consists of three components: cognition (skills and habits that are necessary to encode, memorize and recall as well as think critically); metacognition ( learner are able to understand and monitor their cognitive processes) and the motivation (attitude to the development of the cognitive and the metacognitive skills). The benefits of consider this theory at a social level has put forth a new insight in the learning using the technologies. Fischer and Dillenbourg (2006) introduced the term of “orchestration” as the process of coordinating the interventions across multiple learning activities which take place at multiple social levels: activities at different social planes: a flow of data between activities. scaffolds at different social planes: the design of integrated sets of coordinated and supporting interventions at different levels. self-regulation and external regulation: technology-supported learning groups with an appropriate level of instructional guidance are more successful than groups without this guidance. individual motivation and social processes: the way this individual interacts with the social processes. The potencial of SRL applied to TEL facilitates the students development , providing better learning strategies and regulating their individual and collaborative learning process as well as scaffolding their motivation and engagement. The teacher is considered a facilitator rather than the primary source of information, all the responsibility for learning is on the learner.