Knowledge and beliefs about self-regulation of learning

A foundational assumption of the cognitive psychology of learning is that “people do not record experience passively but interpret new information with the help of prior knowledge and experience…All acquisition of knowledge…requires active interpretation by the learner” (Anderson, Reder & Simon, 1998). This ACTIVE interpretation is complex and ongoing. In classroom lessons, or in lectures, the active interpretation is carried out by students and by the teacher, each managing their own interpretation processes. Thus both teacher and students need to know how to effectively manage these active interpretation processes. Both need to know how to regulate learning. An implication of this position is that teachers and students would need to gradually develop a body of knowledge about learning that reflects, to some suitable level, the body of knowledge about good quality learning actions that has been developed in the field of learning science.