Technology in Self-Regulated Learning

In the preparation phase, the student formulates personal goals and explores the various possibilities within the program (e.g., specializations, modules, minors, or courses). The student creates a plan on how to make a well-considered and appropriate choice, determining the necessary actions and timeline to achieve this.

In the performance phase, the student independently takes actions to make an informed choice, such as gathering information, seeking advice from teachers, and planning how to arrive at a decision. The student actively monitors whether the actions or strategies are being implemented effectively and whether they yield the expected results or need adjustments.

After making the choices, the student reviews them during the reflection phase to assess satisfaction with the decisions and whether these choices have contributed to their personal development. This reflection process subsequently aids in making future decisions.

Thus, a student who follows these steps demonstrates autonomy, goal-directedness, and reflective ability, and can optimally utilize the program choices to fulfill personal and professional ambitions.

How did your interest in student self-regulated learning arise?

Eelco Braad: My interest in self-regulation began with a particular student who was struggling with his final project. He lacked the ability to plan and understand theory, and was blindly following the weekly advice of his supervisors. It was concerning that the student was unaware that anything was amiss and believed that the weekly guidance alone would help him succeed. This led me to reflect on metacognition, a crucial aspect of self-regulated learning, which involves assessing and managing one’s own learning. I realized that this student has never developed the skills to regulate his learning, which greatly ignited my interest in self-regulation.

Jarin van der Kooi: My interest in self-regulation developed during my studies in Digital Technology. Through personal experience, I encountered difficulties in planning and reflecting on time effectively. I realized that many essential skills, such as learning from mistakes, are often not explicitly taught. This prompted me to delve deeper into the topic of self-regulation.

What role does technology play in promoting self-directed learning?

Are digital tools indispensable?

What are alternative solutions if digital tools are not available?

Eelco Braad: Technology should be viewed not as a replacement for teachers or classmates, but rather as a complement to them. Teachers and tutors offer significant value in the learning process, yet they are not always available or fully aware of a student’s specific needs. Technology can provide support independently of expert availability, time, and place, offering both guidance in self-regulation and enabling the development of self-regulation skills. For instance, technology can offer advice on learning strategies, and ultimately helping students to independently select and apply these strategies.

Eelco Braad: Digital tools are not always necessary. The so-called “technology push,” where technology is introduced into the classroom simply because it is available, is not a valid

reason for its use. If the educational environment already functions effectively, technology may not be required. However, at pivotal moments such as the start of a study or graduation, technology can offer valuable support by connecting various stages of the learning process. When technology is well integrated with and tailored to the lesson content, teaching format, and didactics, it can be incredibly effective.

Eelco Braad: There are many practical alternatives that do not require specific digital tools. Students can maintain an online journal or use the wiki functionality within their electronic learning environment. Teachers can also post messages in the electronic learning environment asking students to evaluate their learning strategies or report their progress. These methods can effectively support self-regulation, even without specialized software.

When we talk about technology and digital tools, what kind of tools are we talking about?

What types of digital tools do you come across in your literature review and what do they focus on?

Which self-regulation skills get the most attention in digital tools?

Eelco Braad: The category of tools for self-regulation is extensive. It includes digital diaries where students can track their learning activities and processes, as well as portfolio tools that allow them to monitor and document their learning journey and outcomes. Additionally, there are specific apps and games designed to assist students in enhancing their self-regulation skills.

Eelco Braad: We encounter various forms of technology such as web-based tools, mobile apps, tablets, games, and intelligent tutoring systems (ITS). ITS provide rich digital environments that integrate learning content, exercises, and self-regulation tools. These systems can prompt students to assess their learning at pertinent times, which is often more challenging in standard electronic learning environments. Although we expect tools to offer support across all stages of self-regulation, they frequently focus on specific components of self-regulation.

Eelco Braad: Many tools focus on the preparatory phase, such as setting goals and selecting learning strategies. However, the affective side of self-regulation is heavily understudied and more challenging to integrate into technology.

Often, studies and tools concentrate on specific tasks or shorter timeframes, while a holistic, long-term approach is lacking. This is unfortunate, as the benefits of self-regulation become more apparent with extended use and habit formation.

Jarin van der Kooi: I believe the principle of lifelong learning is very important, along with the development of skills that students can utilize not only during their studies but also in their future careers. It is essential for students to learn about themselves and continuously

develop their skills, carrying insights and competencies from one subject to the next and into their future endeavors.

Why are tools that focus more on the learning journey less common?

Eelco Braad: First, implementing self-regulation tools across multiple subjects and over long-term periods is complex and therefore less common. Second, it necessitates advanced technology that is adaptable to various moments and contexts within the learning process. Lastly, conducting long-term research on this subject is more challenging.

What do teachers need?

How do you use digital tools most effectively in your teaching?

How can teachers motivate students to actively use digital tools?

Jarin van der Kooi: Teachers require more information and insight into the student’s learning process to better tailor their coaching to the student’s individual learning path and to save time.

Eelco Braad: It is crucial to first clearly define the didactic approach and educational goals. Technology must then align well with these didactics and be integrated into the curriculum; otherwise, students are likely to quickly abandon it.

Jarin van der Kooi: Students need to see and understand the benefits of digital tools. It is important to demonstrate how these tools can facilitate their learning and intrinsically motivate them to actively use them. This motivation should stem from the added value of the tool and its integration into the curriculum.

As a teacher, how do you integrate digital tools for self-directed learning into your teaching without overwhelming students?

How can teachers be supported in using technology effectively?

Jarin van der Kooi: Tools should remain simple and straightforward. They should not pose an additional burden but rather assist students and save time. Combining multiple functions within a single system can reduce complexity and support students effectively without overwhelming them.

Eelco Braad: Support should be closely linked to teaching practice. At Hanze, we focus on flexible learning paths that incorporate regulation skills. This will be a key focus in the coming period.

Which digital tools have you developed?

What exactly does the tool look like?

What information on learning strategies is in the tool?

Jarin van der Kooi: The Talent Tree tool encompasses the entire curriculum and focuses on planning, including curriculum-related goals as well as self-regulation goals, monitoring, and reflection. Talent Tree collects data that offer insights to both teachers and students, fostering personal development and shifting the focus from extrinsic to intrinsic motivation. The tool also provides methods for effective planning and monitoring.

Eelco Braad: Our prototype aims to give students long-term insight into their learning process and offer targeted support. The system assists students in setting goals, making plans, reflecting on their learning strategy, and provides feedback to enhance their processes. What have we observed with the use of this tool? Students who would benefit the most from the tool often use it less, whereas students who already excel in metacognition tend to use it more. Additionally, the usage of the tool declines rapidly without regular face-to-face guidance and attention.

Eelco Braad: Examples of the tool can be found on MeLearning, where you can also try it out for yourself. The tool features intuitive menus covering different aspects of the learning process, such as setting goals, planning (not only in time but also in terms of how to accomplish tasks), and reflecting. Students can track their progress, select strategies, and receive tips and feedback. Social functionalities enable collaboration and mutual support among students.

Jarin van der Kooi: Students need to see and understand the benefits of digital tools. It is important to demonstrate how these tools can facilitate their learning and intrinsically motivate them to actively use them. This motivation should stem from the added value of the tool and its integration into the curriculum.

Was the use of the tool compulsory or voluntary?

How can you motivate students to use the tool?

Jarin van der Kooi: The Talent Tree tool encompasses the entire curriculum and focuses on planning, including curriculum-related goals as well as self-regulation goals, monitoring, and reflection. Talent Tree collects data that offer insights to both teachers and students, fostering personal development and shifting the focus from extrinsic to intrinsic motivation. The tool also provides methods for effective planning and monitoring.

Eelco Braad: The tool offers strategic maps with learning strategies such as spreading learning activities, creating test questions and preparing support and assistance. These maps outline strategies that are appropriate for specific stages of the learning process, allowing students to apply them at the relevant moment.

Jarin van der Kooi: To motivate students to use the tool, it is essential to clearly communicate the benefits, how it facilitates their learning, and the future advantages. Effective information transfer is crucial. Additionally, students’ needs should be considered, emphasizing that the tool is designed to help them learn, embrace mistakes, and enhance their self-regulation skills.

Eelco Braad: The best feedback I received was from a student who was initially skeptical about using the tool. Eventually, the student noticed that it helped to reduce the stress and anxiety experienced during studies. By using the tool to prepare for lectures, the student attended lectures with greater confidence.

What insights, tools or interventions do you hope to develop within SELFLEX?

Eelco Braad: Within SELFLEX, we aim to develop two main tracks. The first track focuses on how offering more choice options within programmes can enhance students’ self-regulation skills. Technology can play a role here by exploring its contribution to connecting the curriculum, content, and approach, and by developing interventions that assist students in making informed choices in their learning. The second track concentrates on the long-term development of self-regulation skills. The idea is to embed these skills in students’ toolboxes and habits through behavioural change. On the technology side, SELFLEX aims to contribute to understanding how effective skill development can be achieved over a longer period.

If you could name one change, what change would you like to see in higher education to further emphasize and support the importance of self-regulated learning?

Jarin van der Kooi: It would be beneficial to shift the focus from numerical performance pressure to fostering intrinsic motivation in students.

Eelco Braad: I would like to see the emphasis return to learning itself rather than producing reports and assignments for clients. The study period should be a time for learning and making mistakes, bringing self-regulation skills more prominently into focus.