ABSTRACT
Being able to self-regulate one’s own learning is important for academic success, but was also found to be challenging and difficult for students. This is problematic for effective self-study and stands in the way of academic success. Metacognitive processes such as planning, monitoring and reflection are crucial to successful self-regulated learning. Yet, research has shown that without instructional support, students are often not able to effectively regulate their own learning. In relation to this, students often do not use the right learning strategies (e.g. summarising and self-testing) when engaging in self-regulated learning. Yet, providing instructional support for both metacognitive processes such as planning, monitoring and reflection, and cognitive processes such as learning strategies, can help students to learn in a self-regulated way more optimally. In this chapter, the possibilities of using and designing mobile technology for learning purposes coupled with learning analytics to support both metacognitive and cognitive processes during self-regulated learning are discussed. Finally, future trends and implications for practice and research are also provided.
