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These results seem to be consistent with Schunk and Zimmerman (1998), who indicated that an expert self-regulated learner tends to focus on self-evaluation through self-reflection.
These learning resources are either suggested as options by the Recommender System or are available when a self-regulated learner wishes to view them.
Educational psychologists argue that becoming a more adept learner is not simply about amassing tips and strategies about how to study but is based on becoming what is known as a self-regulated learner, which is the "self-directive process by which learners transform their mental abilities into academic skills" (Zimmerman 2002, p. 65).
A self-regulated learner engages in a process of initiating the learning process on their own, setting goals, identifying appropriate strategies, and reflecting on his or her own task performance all of which ultimately leads to a decision to enact changes in future behaviors or to maintain current practices (Cassidy 2011).
Being aware of when you are knowledgeable is a characteristic of being a self-regulated learner, which means that these individuals should be able to accurately monitor and evaluate their learning (Zimmerman, 1990).
Self-regulated learners actively construct knowledge and use cognitive and metacognitive strategies to regulate their learning.
Co-regulation in CSCL involves learners regulating themselves as well as other group members (Chan 2012).
Competency-based education promotes a necessary flexibility in the time and sequence of what is to be learned that is regulated by the needs of the learner [ 17].
This self-initiated picture regulated not only Ryan's understanding of the Qi-cheng-zhuan-he approach, but also stimulated other learners' awareness to this approach.
Regulated more?
Fully regulated.
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