ABSTRACT
Self-regulated learning (SRL) involves learners' ability to monitor and regulate their cognitive, affective, metacognitive, and motivational (CAMM) processes and plays a critical role in learning about challenging domains while using advanced learning technologies (ALTs). Additionally, emerging empirical evidence indicates that CAM processes play an important role in learning and problem solving as well as self-regulation with ALTs. Several unique ALTs are being designed to function as both a research and learning tool and therefore facilitate the collection, detection, tracking, modeling, and fostering of self-regulation of CAM processes through various methods. In this chapter, the information-processing theory of SRL is used as the leading theoretical framework. According to this model, SRL is viewed as an event that temporally unfolds over time, and occurs through a series of some cyclical stages. The chapter focuses on the following phases: setting goals and plans; and use of learning strategies.
