Өзіндік реттелетін оқу: Стратегиялар мен қабілеттерді дамыту жолдары

Self regulated learning (SRL) is one of the domains of self regulation, and is aligned most closely with educational aims. Broadly speaking, it refers to learning that is guided by metacognition (thinking about one's thinking), strategic action (planning, monitoring, and evaluating personal progress against a standard), and motivation to learn. A self regulated learner "monitors, directs, and regulates actions toward goals of information acquisition, expanding expertise, and self improvement”. In particular, self regulated learners are cognizant of their academic strengths and weaknesses, and they have a repertoire of strategies they appropriately apply to tackle the day to day challenges of academic tasks. These learners hold incremental beliefs about intelligence (as opposed to entity, or fixed views of intelligence) and attribute their successes or failures to factors (e. g., effort expended on a task, effective use of strategies) within their control. Finally, self regulated learners take on challenging tasks, practice their learning, develop a deep understanding of subject matter, and exert effort towards academic success. In the educational psychology literature, researchers have linked these characteristics to success in and beyond school. Self regulated learners are successful because they control their learning environment. They exert this control by directing and regulating their own actions toward their learning goals. Self regulated learning should be used in three different phases of learning. The first phase is during the initial learning, the second phase is when troubleshooting a problem encountered during learning and the third phase is when they are trying to teach others.

Self regulation is an important construct in student success within an environment that allows learner choice, such as online courses. Within the remained time of explanation, there will be different types of self regulations such as the focus is the differences between first and second generation college students' ability to self regulate their online learning. A comfort level of using the computer as a control provided evidence that first generation students report significantly lower levels of self regulation for online learning than their second generation counterparts. As to relating to Self regulation, there are different strategies such as private writing techniques, which is a way as a form of text. It is a way of freewriting and journaling which are underexploited in academic writing instructions. However, it is only seen as a form of prewriting and is criticized for being under theorized in the significance of writing a social practice that approaches drawing towards the conceptual framework of the conception of learning development. It is estimated that students who are first year students are discovering new strategies, This can be argued that the transition from secondary to tertiary education can be challenging for students, they must adapt to the independent nature of learning at universities. Learning strategies are rarely taught at universities, making it difficult for students to learn new strategies. The significance is evaluating small group peer discussion boards as an avenue for sharing learning strategies between students in a first year anatomy and physiology course. It is believed that students perceive the outlining process, and students in business communication courses were surveyed about their perceptions of outlining. It is said that students were asked about how they outline, whether they outline, and why they outline. The significance was students were able to include organization within the outlining process and include content exploration which made it useful for students whose process included only organization or only content exploration. Leading to the supposition that there is critical analysis in student writing such as functional linguistics being presented. In a way where there were trainee teachers who were asked to write a form of descriptive writing to students attempting critical analysis. Although descriptive writing has an important role in learning for students. It is said that the discussion of critical analysis is realized in student writing. Resulting in the importance of self regulation in online learning, particularly with first year and second year college generation students. First generation students tend to report lower levels of self regulation, in a way as a comfort level with using computers. Strategies such as private writing techniques and peer discussion boards can help students develop effective learning strategies, especially in the transition from secondary to tertiary education. Additionally, the outlining process and critical analysis in student writing are vital components of academic success. Overall, fostering self regulation and providing support for diverse learning strategies are essential for students' success in online courses.

According to Iran Nejhad and Chissom, there are three sources of self regulated learning: active/executive, dynamic, and interest creating discovery model (1992). Active/executive self regulation is regulated by the person and is intentional, deliberate, conscious, voluntary, and strategic. The individual is aware and effortful in using self regulation strategies. Under this source of SRL, learning happens best in a habitual mode of functioning. Dynamic self regulation is also known as unintentional learning because it is regulated by internal subsystems other than the “central executive.” The learner is not consciously aware they are learning because it occurs “outside the direct influence of deliberate internal control.”

The third source of self regulated learning is the interest creating discovery module, which is described as “bifunctional” as it is developed from both the active and dynamic models of self regulation. In this model, learning takes place best in a creative mode of functioning and is neither completely person driven nor unconscious, but a combination of both.

There are two perspectives on how to measure student self regulation behaviour. First, the perspective sees SRL as an aptitude. This perspective measures the regulation behaviour based on the perception of the student about their regulation behaviour. The instrument that is frequently used in this perspective is a questionnaire. The second perspective sees SRL as an event which can be measured by observing the actual behaviour of the student. The most commonly used methods of measurement in this perspective are the think aloud protocol and direct observation.

A qualitative study reported that learners use SRL effectively when provided with enhanced guided notes (EGN) instead of standard guided notes (SGN) by the instructor. Moreover, students tend to use shallow level processing strategies such as rote memorization, rehearsal, and reviewing notes which are largely related to the learning cultures that they have been exposed to. However, other learning contexts encourage social influences such as group work and social assistance as ways of developing SRL through reciprocal interaction which facilitates self reflection. Therefore, it is a challenge for researchers to develop a suitable framework to evaluate SRL, as learners tend to use some strategies over others with specific focus on SRL in different contexts.