Self-regulated learning (SRL) occurs when learners manage their own acquisition of new information. SRL strategies include metacognitive components (e.g., rehearsal, elaboration, and organization of new knowledge); behavioral components (e.g., proper time management skills, peer-learning, help-seeking behaviors, and effortful engagement with learning materials); and motivational components (e.g., self-efficacy). Since the 1980s, empirical research on SRL confirms that the utilization of SRL strategies is predictive of academic and occupational achievement. Despite prior research claiming otherwise, Roth, Ogrin, and Schmitz (2015) demonstrated that SRL strategies vary across learning situations (as cited in Lee & Recker, 2017, p. 3). As teachers increasingly incorporate learning management systems (LMS) into learning environments, vast data on student SRL strategies has become easier to collect and interpret. Additionally, this data is measurable in real time as students engage with the LMS platform, thus allowing SRL to be measured as a more-detailed temporal entity.
Utilizing an evidence-centered design approach, Lee and Recker (2017) observed 139 students’ employment of SRL behaviors in an online mathematics course. The LMS platform tracked students’ engagement with the course. Findings revealed that regular logins, frequent viewing of course material, frequent participation in online tutoring, and frequent posting to and viewing of discussion groups predicted higher academic achievement (Lee & Recker, 2017). In sum, the introduction of an LMS platform encourages student SRL behaviors by making resources for academic success more readily accessible. In Lee and Recker’s study, students who passed the mathematics course engaged in SRL behaviors on a more regular basis than students who failed the course. In future studies, it may be useful to measure the metacognitive and motivational components of SRL more directly to better understand the full range of SRL strategies in the context of an online learning or blended learning environment (Lee & Recker, 2017).
- LMS platforms can help increase the frequency and range of SRL behaviors.
- LMS platforms can assist in monitoring long-term use of SLR strategies.
- Increased SLR behaviors, as fostered by the utilization of an LMS platform, may help to improve students’ self-efficacy.
Lee, J. E., & Recker, M. (2017, January). Measuring students’ use of self-regulated learning strategies from learning management system data: An evidence-centered design approach. Retrieved from https://a4li.sri.com/archive/papers/Lee_2017_Self-Regulation.pdf