Abstract

Technology-enhanced learning environments provide ample opportunities for learners to self-regulate their learning processes and activities for achieving the intended learning outcomes in various disciplines from soft to hard sciences and from humanities to the natural and social sciences. This special issue discusses the emerging technological advancements and cutting-edge research on self-regulated learning dealing with different cognitive, motivational, emotional, and social processes of learning both at the individual and group levels. Specifically, it discusses how to optimally use advanced technologies to facilitate learners’ self-regulated learning for achieving their own individual learning needs and goals. In this special issue, seven researchers/research teams from the fields of collaborative learning, computational thinking, educational psychology, and learning analytics presented contributions to self-regulated learning with the goal of stimulating cross-border discussion in the field.