Promoting Self-Regulated Learning Through Prompts

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Process mining techniques for analysing patterns and strategies in students’ self-regulated learning (2013, background): “Research has revealed that successful learning corresponds with all of these regulatory activities (e.g., Azevedo et al. 2004; Bannert 2009; Manlove et al. 2007; Moos and Azevedo 2009).”
Understanding instructional design effects by differentiated measurement of intrinsic, extraneous, and germane cognitive load (2020, background): “These approaches often use cognitive or meta‑ cognitive prompts to hustle the learner in the right direction or to give the learner cues on how to best process the given learning content (prompting effect; Bannert 2009).”
The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning (2020, background): “That is, we assume that learners are, in principle, capable of using learning strategies, but do not spontaneously use them, at least not to a satisfactory degree (e.g., Bannert 2009; Nückles et al. 2004).”
Self-assessment: Theoretical and Practical Connotations. When it Happens, How is it Acquired and what to do to Develop it in our Students (2013, background): “However, it is important to note that the self-assessment theorists also emphasize the role that this process plays in self-regulation (Andrade, 2010; Bannert, 2009; Boud, 1995c).”