Content area
Full Text
The proliferation of online information has not come with a commensurate growth in students' ability to learn from that information. Today's students may be digitally native online communicators, but many lack the knowledge and skills necessary to navigate, find, and integrate online information into coherent understanding. Students who are able to plan their learning, enact effective strategies, and monitor and control their learning (i.e., self-regulated learning knowledge and skills) are more likely to successfully manage the wealth of information online. Unfortunately, there is little coherent literature on how high school teachers can foster students' online selfregulatory knowledge and skills, and even less on how this can be done across academic domains. In this paper, we synthesize the self-regulated learning literature to distill key aspects of classroom-based innovations that teachers can use to foster their students' learning online, within and across academic domains.
Keywords: self-regulated learning, high school, online learning
Today's youth spend a large percentage of their time using technological devices such as smartphones, computers, and tablets. Technology is so ingrained in their culture that they are often referred to as "digital natives" (Palfrey & Gasser, 2008). These digital natives have access to a wealth of knowledge at their fingertips. Appearances would suggest that they process information as readily and quickly as their fingers type a text or tweet. Yet, much of young people's use of digital technology is mundane rather than spectacular: it is characterized not by dramatic manifestations of innovation and creativity, but by relatively routine forms of communication and information retrieval (Buckingham, 2011, p. x). These students may be experts at online socializing; however, many of them struggle to navigate computer-based resources to complete academic tasks (Borgman et al., 2000; Mervis, 2009; Nasah, DaCosta, Kinsell, & Seok, 2010), and research suggests that students need a great deal of support using technology to learn (e.g., Rodicio, Sanchez, & Acuna, 2013). Unfortunately, many teachers have struggled to integrate technology into their teaching practices (Mouza & Lavigne, 2013).
Integrating technology into high school classrooms is a complex endeavor. Peck, Mullen, Lashley, and Eldridge (2011) studied how school leaders worked to overcome the challenges of incorporating technology in classrooms. They noted a consistent pattern of conflict in classrooms as they observed teachers simultaneously encouraging the...