Types of Self-Regulated Learning – An Ontology

I have been developing an ontology for self-regulated learning (SRL) theory for e-learning. It is part of a research paper I am working on, so I thought I would share it here as a work-in-progress.

System initiated – SRL activities prescribed by the system Learner-initiated – SRL activities actively pursued by the learner
Regulation – learners strategically engage in activities that assess, correct, revise, and re-engage earlier activities and plan forthcoming activities Reflection  – learners look back at their learning activities without concrete corrective measures and commitments to gauge their past activities and plan forthcoming activities
Reactive – the learner regulates study activities only as a response to suggestions from the system Proactive – the learner self-realizes and regulates study activities prior to receiving feedback from the system as well as responses to suggestions from the system
Push – learners are dictated to perform a specific set of study activities related to a set of target SRL outcomes Pull  – learners discover and perform specific set of study activities related to a set of target SRL outcomes
Social  – SRL outcomes target groups and communities using personal, collaborative, and/or cooperative activities Individual – SRL outcomes target individuals using personal, collaborative, and/or cooperative activities
Macro-level – SRL outcomes are targeted at a higher level of abstraction Micro-level  – SRL outcomes are targeted at a coarser level of abstraction
Structured – learners follow a prescribed pattern of SRL activities Unstructured – learners do not follow a prescribed pattern of SRL activities; instead, the types and the pattern of activities change dynamically
Personalized – SRL activities are custom-generated to suit the changing nature of an individual learner’s goals, needs, moods, and other such characteristics Generic – SRL activities are pre-defined and do not undergo changes in consideration of an individual learner’s goals, needs, moods, and other such characteristics
Intentional – the system makes it explicit to the learners that SRL activities are guided by intent. E.g. the system intent to assist the learner to set his/her learning goal. Accidental – the SRL activities are designed in a serendipitous way – associative links, tag clouds, multiple ways to explore the same topic, etc are all examples of accidental learning activities that can be self-directed and regulated.
theory-centric – SRL activities and outcomes are closely modeled after specific set of SRL theories theory-oriented – SRL activities and outcomes are loosely modeled (or even not modeled) after specific set of SRL theories
longitudinal – the context of application of SRL activities and outcomes spans multiple skills, multiple activities, and multiple goals skill-specific – the context of application of SRL activities and outcomes targets a single skill and its associated goals and activities
This entry was posted in e-learning, education, HCI, learning, technology, training and development and tagged , , , . Bookmark the permalink.

Leave a Reply

Your email address will not be published. Required fields are marked *