Methodological progress in the study of self-regulated learning enables theory advancement |
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| Institution: | 1. School of Interactive Arts and Technology, Simon Fraser University, 250-13450 102 Ave., Surrey, BC, V3T 0A3, Canada;2. Moray House School of Education, University of Edinburgh, Holyrood Road, Edinburgh, EH8 8AQ, United Kingdom;3. School of Informatics, University of Edinburgh, 10 Crichton Street, Edinburgh, Midlothian, EH8 9LE, United Kingdom;1. Department of Learning Sciences and Educational Research, University of Central Florida, USA;2. Interdisciplinary Program in Educational Technology, Indian Institute of Technology Bombay, Mumbai, India;3. Department of Electrical Engineering and Computer Science, Vanderbilt University, USA;1. University of North Carolina at Chapel Hill, United States;2. University of Arizona, United States |
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| Abstract: | The collection of papers in this special issue demonstrates the level of methodological sophistication that has become characteristic of contemporary research on self-regulated learning. In this commentary I develop the argument that these methods can lead us not only to improved theoretical models but also to a new type of theory for SRL. In particular, multimodal and temporal methods provide us with an extended epistemic space for SRL research, a move from theories we could describe as ‘event-oriented’ toward those we might want to call ‘structure-oriented’. First, however, I take stock of the range of methods employed in the contributions to this issue. |
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