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The Concept and Learning Structure Analysis of Online Self-Regulated Learning

Author(s)

Haihong Li

Affiliation(s)

School of Foreign Languages, Lingnan Normal University, Zhanjiang, Guangdong, China

Abstract

Self-regulated learning integrates core insights from behaviorism, cognitive constructivism, and social cognitive theory. It goes beyond simple behavioral reinforcement to embrace active knowledge construction and self-efficacy, offering a comprehensive framework for understanding how learners independently guide their educational journeys. Amid digital technology’s deep infiltration into education, traditional models face challenges like scenario adaptation and personalized needs, making online self-regulated learning a pivotal research focus. Its research methods combine interdisciplinary theoretical synthesis with empirical tools. The research holds dual significance: theoretically advancing interdisciplinary innovation between learning sciences and digital technology, and practically providing scientific support for online platform optimization and personalized program design. It empowers learners to plan progress, absorb knowledge efficiently, and enhance capabilities digitally, aligning with education’s digital transformation needs.

Keywords

Self-Regulation; Self-Regulated Learning; Online Self-Regulated Learning

References

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