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Self-regulated learning (SRL) is crucial for successful learning and lifelong learning in today’s rapidly changing world, yet research has shown that many learners need support for SRL. Recently, learning analytics has offered exciting opportunities for better understanding and supporting SRL. However, substantial endeavors are still needed not only to detect learners’ SRL processes but also to incorporate human values, individual needs and goals into the design and development of self-regulated learning analytics (SRLA). This paper aims to examine the challenges that lifelong learners faced in SRL, their needs and desirable features for SRLA.

This study triangulated data collected from three groups of educational stakeholders: focus group discussions with lifelong learners (n = 27); five teacher interviews and four expert evaluations. The groups of two or three learners discussed perceived challenges, support needs and willing-to-share data contextualized in each phase of SRL.

Lifelong learners in professional development programs face challenges in managing their learning time and motivation, and support for time management and motivation can improve their SRL. This paper proposed and evaluated a set of design principles for SRLA.

This paper presents a novel approach for theory-driven participatory design with multistakeholders that involves integrating learners, teachers and experts’ perspectives for designing SRLA. The results of the study will answer the questions of how learners’ voices can be integrated into the design process of SRLA and offer a set the design principles for the future development of SRLA.

Massive open online courses (MOOCs) provide an innovative educational technology, which has become widely used for distance learning by independent learners. However, there has been little work so far to study the effects of using MOOCs as part of a blended classroom approach in which learning activities take place both online and in a traditional classroom setting. The purpose of this study is to investigate the aspects of blended MOOC usage in the context of a computing course for first-year undergraduates at a UK university.

The MOOC was implemented on a purpose-built platform that supports learners to make informed choices about their learning path. This research investigates students’ capacity for self-regulated learning (SRL) and understands their preparedness for independent study, profile the general areas of SRL strength and weakness, which may affect their ability to learn effectively in a self-directed environment. An existing survey instrument, based on a six-dimensional conceptualization of SRL was adapted to investigate the self-regulation in the MOOC study.

The results demonstrate that the dimensions of self-evaluation and time management represent particular areas of weakness for these students. Furthermore, profiles of SRL for individual students show considerable differences in capability within the study. However, the deficiencies in SRL dimensions contrast with the students’ of generally high levels of attainment. This leads us to question the validity of the existing SRL. Furthermore, a high level of social interaction and help-seeking was reported in relation to the MOOC study indicating the increasing importance of social learning and the importance of co-regulation for SRL.

Although this study presents findings from a small data sample, it points to a number of areas for future implementation and exploration. Firstly, in line with the action research approach, students’ SRL could, in the future, be tested early in the course with the MOOC component being ideally placed to provide personalised support for each student in aspects which they may benefit from developing further. Secondly, for students in the cohort studied in this paper, a longitudinal study will track how their SRL develops as they progress through the degree. We feel that it is important to gain further qualitative data to understand how students work in practice and the strategies they adopt when confronted with different modes of learning. Finally, it is necessary to consider the conceptualisation of SRL to understand if existing instruments could be adapted to provide a more accurate assessment of the effectiveness of learners’ self-regulation.

There has been little research on the effects of using a MOOC as the online component of a blended classroom learning approach. This study has used a theoretical perspective of SRL to investigate the approaches to self-regulation adopted by undergraduate computer science students studying in a blended MOOC environment. The MOOC used for this purpose was developed on the innovative eLDa platform, allowing students to determine, track and visualise their individual path through topics and materials offered in the MOOC.

This study aims to propose and evaluate a course design to promote university students’ understanding and intentional use of the concept and strategy of self-regulated learning (SRL).

The course is designed on the basis of the experiential learning model. It is intended that the students reflect and conceptualize their own learning experience and prior knowledge by combining them with SRL theory. The course design exploits TV documentaries describing junior high school students struggling to achieve good results, as well as online essay submissions with which university students are expected to interpret the documentaries from the viewpoint of SRL theory. All the submitted essays are distributed to students to give them a chance to compare their own ideas with those in the essays written by other students to deepen their thoughts.

The course was taken by first-year university students. The results of a questionnaire administered to 112 students indicate that the students could associate their own experience with SRL theory and deepen their understanding on SRL.

Compared with previous intervention procedures, the course design activating student’s own leaning experience through TV documentary viewing and essay submission would be an effective, efficient and practical way especially for university and adult students to make them aware of and able to use SRL theory.

The square root law (SRL) is a popular model for assessing inventory levels when changing the number of warehouses. Previous empirical research, however, has shown that mostly its underlying assumptions do not hold in practice. This sparks the question how inaccurate the SRL’s results are. The paper aims to discuss this issue.

In 26 company cases of reducing the number of warehouses, the estimation error of the SRL is analysed irrespective of its underlying assumptions.

The analysis reveals an average estimation error for total inventory of 27.85 per cent (median=27.84 per cent), but a high variability across the cases. The SRL seems to mostly overestimate inventory savings from centralisation and inventory increases from decentralisation. Managers should only use the SRL if inventory depends on the number of warehouses in their situation, i.e. if they use the economic order or production quantity policy and safety factor approach. Suggestions for coping with the SRL’s estimation error are given.

This paper is based on the 26 cases that could be found in a thorough literature review in the ten most widely spoken languages and that contained or allowed to deduce the necessary information. In order to enable wider generalisations, this sample could be extended.

Most past research has been more theoretical in nature. This research is the first to investigate the SRL’s estimation error using a variety of company cases and how to cope with this error.

This study aims to unravel the dynamic nature of the process of self-regulated learning (SRL) of medical specialists as it actually unfolds over time in the authentic clinical environment.

A longitudinal multiple case-study design was used, combining multiple data-collection techniques. Long-term observations offered evidence on overt SRL strategies. Physicians’ observed behaviours were used as cues for in loco stimulated recall interviews, asking about covert SRL strategies and their thoughts regarding a situation at hand. Field notes and audiotaped stimulated recall interviews were transcribed verbatim and integrated in a longitudinal database to map SRL as it actually unfolds moment-by-moment. The transcripts were analysed from an inter- and intra-individual perspective using Nvivo 12.

Results show a variety of strategies that initiate, advance and evaluate the process of SRL. Different SRL strategies not included in contemporary frameworks on SRL are found and classified as a new category which the authors labelled “learning readiness”. Exemplary for an SRL strategy in this category is awareness of learning needs. Results show that SRL in the clinical environment is found as an interrelated, dynamic process unfolding in time with feedback loops between different SRL strategies. Performance is found to play a leading role in driving SRL.

This study contributes empirically to the conceptual understanding of SRL in the clinical environment. The use of a situated, longitudinal methodology, which goes beyond the common path of retrospective self-report questionnaires, adds to the disentanglement of the process of SRL as it actually unfolds in the work environment.

The purpose of this paper is to investigate gender differences in mathematics performance and in self‐regulated learning (SRL) in Malta.

A representative sample of 400 Grade 11 students (aged 14‐15) attending Maltese mixed‐ability schools undertook a mathematics test and responded to a questionnaire. The resulting performance and SRL measures were used to answer four questions empirically.

Girls performed significantly better than boys (r = 0.2) and this difference is mainly owing to the weaker performance of low‐achieving boys. While all SRL components identified by factor analysis (self‐efficacy, intrinsic value, test anxiety and SRL strategy use) produced a significant main effect on performance, girls reported greater use of SRL strategies, boys claimed to be more self‐efficacious and intrinsically motivated while no significant gender difference was reported for test anxiety. Finally, the students' use of SRL strategies accounts for the differential performance in mathematics of Maltese boys and girls.

This empirical study confirms that gender differences constitute a potentially important source of variation in students' mathematics performance and in their SRL. The issue of increasing the students' use of SRL strategies emerges as a possible strategy aimed at combating gender differences in mathematics performance as well as the underachievement of students, particularly that of the low‐achieving boys in Maltese secondary schools.

This paper aims to explore the role of self-regulatory behaviours in predicting workplace learning. As work practices in knowledge-intensive domains become more complex, individual workers must take greater responsibility for their ongoing learning and development.

The study was conducted with knowledge workers from the finance industry. In all, 170 participants across a range of work roles completed a questionnaire consisting of three scales derived from validated instruments (measuring learning opportunities, self-regulated learning [SRL] and learning undertaken). The relationship between the variables was tested through linear regression analysis.

Data analysis confirms a relationship between the learning opportunities provided by a role, and learning undertaken. Regression analysis identifies three key SRL behaviours that appear to mediate this relationship: task interest/value, task strategies and self-evaluation. Together they provide an insight into the learning processes that occur during intentional informal learning.

This quantitative study identifies a relationship between specific SRL behaviours and workplace learning undertaken in one sector. Qualitative studies are needed to understand the precise nature of this relationship. Follow-up studies could explore whether the findings are generalisable to other contexts.

Developing a deeper understanding of how individuals manage their day-to-day learning can help shape the learning and development support provided to individual knowledge workers.

Few studies have explored the role of self-regulation in the workplace. This study adds to our understanding of this critical element of professional learning.

The author redesigned a course titled “Applied Information Technology: Networking” and applied online collaborative learning (CL) with initiation and self‐regulated learning (SRL) to improve students’ involvement in this course in an environment that is full of free online games, shopping websites, and social networking websites. The purpose of this paper is to explore the potential effects of online CL with initiation and SRL on students’ involvement.

This study designed an intervention of online CL with initiation and SRL to improve students’ involvement and their learning in a blended course. It is believed that this article is important to the computing field and could provide insight for teachers to design their online courses and teaching methods.

The author in this study adopted SRL in the implementation of online CL with initiation, and explored their effects on improving students’ involvement. The results of this empirical study report that the effects of online CL with initiation and SRL were positive, and led to the best involvement in the blended course among the three classes.

The effects of online CL with initiation and SRL in this study were positive; however, problems of experimental validity may result from students in the comparison group being incidentally exposed to the treatment condition, having more enthusiastic teaching, being more motivated than students in the control group, etc. (Gribbons and Herman). Besides, some other contextual factors and individual behaviours might influence students’ online learning effects. For example, students’ adaptability to the online learning environments and their readiness for self‐directed learning may result in the differences of the effects among the three groups (Shen, Lee and Tsai).

The internet has enabled a shift from contiguous learning groups to asynchronous distributed learning groups utilizing computer‐supported collaborative learning (CSCL) environments (Kreijns, Kirschner and Jochems). It is expected that the interventions of online teaching methods, course design, and learning activities in this study may provide a reference for teachers, particularly for blended learning computing courses.

The results of this study report that the effects of online CL with initiation and SRL were positive, and contributed to the best involvement in the blended course among the three classes. The author further discusses the implications for schools and teachers who plan to provide online or blended learning for their students.

First, this study provides a scenario about how to help students collaborate and learn regularly, and improve their involvement in a blended course through online CL and SRL, particularly for computing courses. Second, this study specifies how teachers can provide initiation to help students climb the learning curve and overcome the bottlenecks typically encountered in the implementation of online CL. Third, this study is one of the first attempts to explore and demonstrate the effects of online CL with initiation and SRL in a blended course simultaneously.

Undergraduate students often find it difficult to organize their learning activities and manage their learning. Also, teachers need dynamic pedagogical frameworks and learning technologies for supporting learners to advance their academic performance. The purpose of this paper is to investigate the effect of an ePortfolio intervention on self-regulated learning (SRL cognitive, affective, behavioral and contextual processes) and academic achievement.

For the purposes of this study, an ePortfolio was designed and implemented based on SRL. The ePortfolio-based self-regulated learning approach (ePSRL) system encompasses the merits of a social networking platform and the functionalities of a learning management system. The participants were 123 university students (38 females and 85 males) at a computer science department. Students were randomly divided into two groups, the experimental and the control group.

The results of the study indicate that there is a significant increase of the means across SRL processes between the perceptions in the experimental and the control group. The implementation of the ePSRL approach as a learning module for undergraduate students could enable learners to manage their learning processes, transform their behavior into measurable learning outcomes and foster their academic performance.

This paper considers the importance of SRL and ePortfolios. Also, highlights the need of providing technology enhanced training courses and interventions to undergraduate students for supporting them to thrive during their academic studies. Thus, it proposes a set of educational affordances and practical guidelines that can be used by practitioners, instructional designers and educators in higher education as well as in vocational education and training institutions.