Abstract:

The scope of this study is to examine psychological mechanism of self-regulated learning in a technology enhanced environment. The article presents the modeling of self-regulated learning in a technology enhanced environment. We have proposed the main research question – what is the psychological mechanism of self-regulated learning in technology enhanced learning? What is the functional load of use of technologies in the process of self-regulated learning? To answer presented questions, self-administrated questionnaire was developed. The questionnaire underwent an expert analysis procedure and a pilot study was conducted with representatives of target group (university students). Information from sample group with 365 students from various universities located in Georgia, Tbilisi was collected with this survey. Factorial structure of the questionnaire was examined using principal components analysis method (PCA). As a result of factor analysis, 14 factors were identified. The reliability coefficients for each factor corresponds to minimum levels recommended for self-administrated questionnaires/inventories. Based on the results, the psychological mechanism of self-regulated learning in technology enhanced environment repeats and at the same time expands the function of traditional components of self-regulated learning. According to the presented modeling of self-regulated learning in technology enhanced learning environment, completely new components appear in self-regulated learning mechanism, such as: acceptance beliefs towards technology use for learning; procrastination related to distractions in cyber environment, strategies to manage digital environment and time, beliefs towards blockages to integrate technologies for study strategies,etc.

Keywords:

Self-regulated learning, Technology enhanced environment, Higher education.