Metacognition and Self-Regulated Learning in Student-Centered Learning Environments

The ubiquity and widespread use of Student-Centered Learning Environments (SCLEs) poses numerous challenges for learners. Learning with these non-linear, multi-representational, open-ended learning environments typically involves the use of numerous self-regulatory processes such as planning, reflection, and metacognitive monitoring and regulation (Azevedo, 2005, 2007, 2008, 2009; Greene & Azevedo, 2009, 2010; Moos & Azevedo, 2008; Veenman, 2007; White & Frederiksen, 2005; Zimmerman, 2008). Unfortunately, learners do not always monitor and regulate these processes during learning with SCLEs, which limits these environments’ potential and effectiveness as educational tools to enhance learning about complex and challenging topics and domains.