Fostering College Students' Self- Regulated Learning with Learning Technologies

Learning technologies have undoubtedly changed instructional delivery particularly in higher education contexts. The scope of this article is to discuss how learning technologies can support and promote college student self-regulation in distributed and online learning environments and reexamine the role of the instructor in scaffolding the development of independent, self-regulated learners. An overview of self-regulation and its processes from a social cognitive perspective is provided, followed by a description of learning technologies. Subsequently, guidelines on how instructors can foster student self-regulation along with specific examples to guide teaching practices are discussed.