Self-regulation and Hypermedia: Undergraduate Students’ Self-regulation in Hypermedia Learning Environments

Recent widespread use of hypermedia in education may be challenging to some learners because of information overload, technical novelty, and multiple levels of decision making, requiring their more self-regulatory learning ability. In scaffolding learners to be more self-regulated, it would be critical to expand our understanding about how learning with hypermedia relates to self-regulation. This paper reviews major theories of self-regulation and discusses recent research findings and their implications for facilitating undergraduates’ self-regulated learning with hypermedia.