As with many concepts in the field of adult education, self-regulated learning (SRL) is one that seems rather ambiguous and abstract in that its definition is fluid and strategic in nature. The self-regulated learner does not manifest in one specific metacognitive package, rather existing as the product of a selection of learning strategies applied in tandem with intrinsic interest (Zimmerman, 2002) related to any form of subject matter. Pintrich (1995) presents four case studies, each presenting with different learning outcomes that seem to be directly related to the learning strategies employed by the individual learners.
Learning strategies and characteristics related to SRL (Pintrich, 1995; Wolters, 2010; & Zimmerman, 2002):
- goal setting
- time management
- self-evaluation, self-reflection
- self-efficacy
- intrinsic task interest
- learning goal orientation
- cognition and metacognition
- behaviour control
- motivation
- active learning
- critical thinking
- problem solving
- independent, self-starting
- willingness to learn from others
In professional practice, there is an observable difference in the learner characteristics between civilian and military learners with similar intrinsic interests. The inherent nature of military operations require the development of collaboration skills, with the emphasis often taken off the self and put on the team. Self-motivation comes often as a direct result to competition with others, a factor that Pintrich (1995) considers detracting from the development of self-efficacy. The civilian workplace is certainly more conducive to promoting SRL competencies in its learners; however, motivation outside intrinsic interests are rarely addressed, leaving the development of learning goal orientation (Zimmerman, 2002) lacking. How detrimental is it to the learner, as an individual, in either civilian or military contexts, to focus on the development of certain SRL strategies over others? Is it realistic to bring SRL strategies into technological skills development programs, while maintaining the requisite learning objectives?
References:
Pintrich, P.R. (1995). Understanding self-regulated learning. New Directions for Teaching and Learning, 63(1), 3-12.
Wolters, C.A. (2010). Self-regulated learning and the 21st century competencies. Unpublished manuscript, Department of Educational Psychology, University of Houston, Houston, Texas, United States of America. Retrieved from: http://www.hewlett.org/uploads/Self_Regulated_Learning__21st_Century_Competencies.pdf
Zimmerman, B.J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
