ABSTRACT
Research has demonstrated that self-regulated learning (SRL) is a critical variable in learning with classroom technology, particularly hypermedia-based environments. This chapter first provides an overview of relevant theories that have been used to examine how students self-regulate learning with hypermedia-based classroom technology. This is followed by an overview of empirical evidence that has examined what SRL processes are most predictive of learning in these environments. Research has routinely demonstrated that certain metacognitive activities, such as monitoring emerging understanding and relevancy of content, are most predictive of learning with this type of classroom technology. In order to better support students in their self-regulation with classroom technology, researchers have examined various types of support, including SRL training, prompts, and scaffolds. In addition to SRL training prior to learning with technology, researchers have also found that embedded prompts and scaffolds positively support active participation in learning. The chapter concludes with implications for using SRL principles to guide effective implementation of classroom technology.
