A guide for teachers on self-regulated learning in technology enhanced learning environments

This document introduces the concept of Self-Regulated Learning (SRL) and focuses on how teachers who acknowledge the importance of developing their students' SRL skills can design their own teaching interventions in such a way as to maximize the opportunities for students to self-regulate. In fact, since practicing SRL is generally regarded as the best way to develop SRL skills, fostering SRL practice is at the core of any teaching strategy with this aim. Technology plays an important role in this development process, in that its use can be an enabling factor but also, in some cases, a hindering factor. Hence, the document also discusses the relationship between SRL and Technology Enhanced Learning Environments (TELEs) and how teachers and students can harness technology affordances for SRL. The document mostly addresses teachers and practitioners. Hence, its aim is not to provide in-depth competences on SRL but, rather, to summarize the main theories and ideas developed around this concept in order to support its understanding and awareness of its importance, thus encouraging teachers to apply principles of learning design to foster learners' SRL, especially in TELEs. The document is structured as follows. After this introduction, the second section is dedicated to SRL as a general concept: it defines the term and discusses its three main components: the cognitive/metacognitive, the emotional/ motivational and the behavioural one. The subsequent section discusses one of the most well-known models of SRL: the cyclic model of self-regulation proposed by Zimmerman (1998). The third section discusses the importance of SRL in different learning contexts. The fourth section illustrates the principles that allow to design learning paths and/or environments that facilitate self-regulation. Based on these premises, the fifth and last section, dedicated to the relationship between SRL and TELEs, goes deeper into how the learning design principles mentioned above can be put into practice in online or blended contexts, with particular attention to the case of socio-constructivist learning processes.