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Self-regulation and Web-Based Pedagogical Tools.

Article Excerpt
Abstract

The purpose of this article is to describe how college instructors can use Web-Based Pedagogical Tools (WBPT) to promote students' self-regulation. Given that a plethora of research studies show that high achieving college students engage in self-regulated learning, this present paper provides (a) an overview of key self-regulatory processes; (b) a description of available WBPT embedded in course management systems; and (c) specific recommendations on how instructors can use WBPT to support student self-regulated learning in college classrooms.

Introduction

Recent research studies address the important role that self-regulation plays in academic achievement. Self-regulation refers to self-generated thoughts, feelings, and behaviors that are initiated and cyclically adapted to attain specific goals (Zimmerman, 2000). Substantial research evidence also indicates that educators can play an important role in designing learning environments that support the development of self-regulated learners (Schunk & Zimmerman, 1998; Kitsantas, Reiser, & Doster, 2004; Kitsantas, 2002). In fact several self-regulation interventions are available to assist students to become independent learners (see Schunk & Zimmerman; Zimmerman & Kitsantas, 2005).

During the last decade, however, the emergence of Web-based Pedagogical Tools (WBPT) embedded in Course Management Systems (CMS) can enrich these instructional interventions tailored to enhance student self-regulation, particularly in college classrooms where students are expected to function independently. A few research studies report that WBPT can prompt students to set appropriate goals, self-monitor, self-evaluate and ask for help as needed (Dabbagh, & Kitsantas, 2005; Dabbagh, & Bannan-Ritland, 2005; Kitsantas & Dabbagh, 2004). Application of these findings would be very beneficial in large college courses as WBPT may assist teachers in fostering student self-regulation in learning environments where there is limited teacher-student interaction. Therefore, the scope of this article in addition to providing an overview of the key self-regulatory processes and available WBPT is to offer recommendations on how instructors can use WBPT to support use of self-regulatory processes.

From a social cognitive perspective, self-regulatory processes are embedded in the following three cyclical phases: (1) forethought, (2) performance or volitional control, and (3) self-reflection (Zimmerman, 2000). The important role of motivation is also emphasized throughout these phases. Instructors can encourage learners (novices and advanced) to engage in these phases while learning a new skill or developing expertise in a given skill. The forethought phase involves processes that prepare the learner to engage in goal setting (outcomes of learning or performance) and strategic planning (selecting appropriate strategies to accomplish goals and manage time effectively). Research suggests that self-regulated learners set strategic process goals, estimate and begin to recognize patterns on their own use of study time, develop an appreciation for the value of effective time management, and show high skill acquisition (Zimmerman). The performance or...

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