Promoting Self-Regulated Learning Through Prompts

Abstract

In this contribution the four papers of this special issue on “Promoting Self-Regulated Learning Through Prompts” are discussed with the help of two crucial questions: What learning activities should be prompted and how should they be prompted? Overall, it is argued that future research has to conduct more in depth process analysis that incorporates multi-method assessment methods and to further account for individual learner characteristics. Prompting research, at present, needs more insights on how students actually deal with learning prompts.