Self-regulated learning in higher education
On Tuesday, January 28th 2025, the TLC-FMG, under the guidance of Brigitte ten Brink and Fam te Poel, hosted the first session in a three-part lunch seminar series on Self-Regulated Learning (SRL) in higher education. The seminar aimed to provide teachers with a foundational understanding of SRL, highlight the importance of helping students develop self-regulation skills, and introduce three practical strategies that teachers can immediately implement in their own teaching.
What is SRL?
There are many definitions of SRL. The two that guided this seminar are:
“SRL is the capability to understand your own thinking, motivations, emotions, and behaviors in the context of learning, and to monitor and change these in response to a problem or a desired goal” (Barr, 2024, p. 1).
“Self-regulated learning, or self-regulation, is an active, constructive process whereby learners set goals for their learning and then attempt to monitor, regulate, and control their cognition, motivation, and behavior, guided and constrained by their goals and the contextual features in the environment” (Pintrich, 2000b, p. 453).
SRL as a cyclic process
At its core, SRL follows a cyclical process:
- Goal setting & planning – Students define their learning goals and plan their approach.
- Strategy use & performance monitoring – They apply strategies to achieve their goals while monitoring their progress.
- Reflection & adaptation – They reflect on their approach, identifying what worked and what needs adjustment.
While the general SRL process remains consistent, its implementation depends on the context. For example, a first-year theory course that emphasizes knowledge retention may require a different SRL approach than a bachelor’s thesis project, which involves more advanced self-regulation skills. For further theoretical insights, see the seminar slides:
Why is SRL important for our students?
Nearly a quarter of a century ago, Zimmerman (2002) observed:
“In an era of constant distractions in the form of portable phones, CD players, computers, and televisions for even young children, it is hardly surprising to discover that many students have not learned to self-regulate their academic studying very well.”
Despite this long-standing issue, little has been done to address it effectively. As a result, many students enter higher education without the self-regulation skills necessary to succeed. Here are four key reasons why educators should prioritize SRL:
- Flexibility in education requires students to regulate their own learning
- The quality of self-regulated learning impacts well-being, learning outcomes, motivation, and performance
- Life-long learning skill which helps adapt to chances and innovate
- There is room for improvement (in higher education)
(SELFLEX: Naar Evidence-informed Ondersteuning van Zelfregulatie tijdens Flexibel Leren, 2023; https://selflex.nl/)
Three practical strategies to support SRL in your teaching
At the seminar’s conclusion, three immediately applicable SRL strategies were discussed:
| 1. Activating prior knowledge |
2. Retrieval practice
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3. Explicit instruction
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Prior knowledge acts as the foundation for new learning, much like Velcro or a coat hanger for new information. To activate prior knowledge in class:
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Research shows that retrieval practice is one of the most effective strategies for improving long-term retention, outperforming methods like rereading or concept mapping (McDermott, 2021; Karpicke & Blunt, 2011; Roediger & Karpicke, 2006). It also enhances higher-order thinking and metacognition (Pooja & Bain, 2019).
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Explicit instruction goes beyond stating learning objectives—it provides students with the tools to achieve them.
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By integrating these strategies into their teaching, educators can help students develop the essential self-regulation skills they need to thrive in higher education and beyond.
Upcoming SRL seminars and events
Are you interested in learning more about SRL? You are warmly invited to join us on the following dates:
- March 25: Lunch seminar on goal setting and planning.
- May 27: Lunch seminar on task strategies (e.g., study strategies) and reflection.
- July 1: TLC event on self-regulated learning in higher education, featuring keynote speakers.
We look forward to seeing you there!