Self-regulated learning (SRL) has been defined as the ‘learning that occurs largely from the influence of students’ self-generated thoughts, feelings, strategies and behaviours, which are oriented towards the achievement of goals.’ Schunk and Zimmerman (1998)

Self-regulated learning is based on a cycle of learning which consists of the following stages:

Planning
Monitoring
Evaluating

Self-regulated learners set goals and make informed choices about strategies they want to use to achieve their learning objective. Reflection is central to all stages of self-regulated learning. Learners are self-motivated and monitor their own performance at all stages of the task. Self-motivation is an integral part of self-regulated learning which can be ensured by providing strategic instruction and opportunities to learners to be masters of their own learning processes. If the instruction is based on inclusive practices where learners are allowed to learn and progress at their level of understanding, interest and aptitude. If the task is linked to real world application of learning it becomes meaningful and relevant for all learners.

Self-regulated learning results in meta-cognition as learners critically reflect on all stages of the learning process; the information they gather from various sources, the plan they formulate to achieve the task, their progress, direction, performance and finally the product they come up with. They go beyond the basic task requirement and through research and extensive study come up with innovative and original ideas which lead to creative thinking and redesigning. Learners can be provided with opportunities to work on projects related to real world issues such as conservation of water, pollution, charity etc. Let learners chalk out a plan, research information from online sources, analyze the data collected, work collaboratively to come up with a product they want to work on, share their product with the larger community and take feedback for further reflection and improvement.

Self-regulated learning is the most feasible way to knowledge acquisition and application for 21st century learners as they have access to large sources of information and thanks to the provisions of technology they can work collaboratively on a variety of products relevant for real life which can be shared with the wider world.

References:

Schunk, D. H., & Zimmerman, B. J. (1998). Self-Regulated Learning: From Teaching to Self-Reflective Practice. New York: Guilford Press.

Links:

https://lincs.ed.gov/sites/default/files/3_TEAL_Self%20Reg%20Learning.pdf

http://www.expertlearners.com/srl.php

Videos:

https://www.youtube.com/watch?v=3L9qU7Y-oaA

https://www.youtube.com/watch?v=yWRXVHQCQCY