Self-regulated learning, often abbreviated as SRL, is a pedagogical technique in which students utilize metacognitive strategies to evaluate their individual progress and analyze their educational motivation. This strategy is widely used in integrated classrooms, as technology is in many ways the perfect platform for self-analysis.
Self-regulated learners are aware of their learning strategies, as well as their academic strengths and weaknesses. This gives a self-regulated learner room to process their education and become self advocates. In other words, self-regulation not only helps students take control of their learning, but also gives them the tools to analyze their personal strengths long after leaving the classroom. There are three basic methods of self-regulation: information processing, social constructivism, and social cognitive theories.
The information processing theory is based on the utilization of three types of memory: sensory, working, and long-term memory. Sensory and working memory are both short term and of limited space, but are imperative to our learning tendencies. Therefore, as students become automated in daily procedural skills, short term resources can be used for self-regulation. This is complemented by a seemingly unlimited store of long-term memory. Effective learners can deftly organize information and access it when taking on new challenges. Essentially, as learners process information more efficiently, the cognitive demand for processing information is reduced. Self-regulation allows students to consider how they can automatically use this memory function to effectively learn, making them more efficient learners.
This theory revolves around the main idea that learning is derived from social interactions. Hence, learners must be integrated within an educational community to effectively succeed. An integrated curriculum provides students with a learning environment to interact socially. Students interact in both a traditional classroom as well as learn from social interactions via various Internet connected devices. Modern social constructivism suggests that learning is an act of collaboration that proves more effective with the implementation of classroom integration.
Social Cognitive Theory
Social cognitive theory emphasizes that much of learning is gained through observation. This theory has been applied to wide-ranging areas outside of education. This theory assumes that learners have more influence over their environment, and can control certain outcomes using self-regulation. Furthermore, social cognitive theory dictates that learning does not have to correlate to a change in behavior; rather students can learn a skill and display it at a later time when they feel motivated.