Becoming self-regulated learners

Self-Regulated Learners actively and consciously control their own learning process from the cognitive, motivational, emotional and behavioural points of view. They are able to apply strategies and previous knowledge to the solution of new problems, to interpret results and to monitor their own achievements. Self-regulation is necessary not only to learn well in school but also to successfully deal with any profession. Its acquisition, however, is not automatic nor does it take place in a short time, but requires suitable support and practice in a variety of contexts and in relation to different subjects and activities. Technological resources of any kind possibly included in learning environments can contribute to foster the practice and development of self-regulation if they are used to facilitate and monitor strategic action, increase self-awareness by reflection and self-evaluation, and support motivation. Despite a big number of studies in this field, self-regulation is not yet sufficiently supported in formal learning. Its adoption, on the other hand, would be crucial to improve education by empowering learners to use at best their personal and contextual resources. This contribution will discuss approaches and ideas to foster learners' self-regulation in diverse learning contexts.