Author: Kathryn Ley & Dawn B. Young
Abstract: The purpose of this article is to suggest principles for embedding support in instruction to facilitate self-regulation (SR) in less expert learners. The principles are based on an analysis of the growing body of research on the distinctive serf-regulation differences between higher and lower achieving learners. The analysis revealed four instructional principles that designers should consider to provide support for self-regulation. Each principle is supported by research and instructional examples are included.
