University students' self-regulation of learning in an ICT-rich environment

Using the analytic induction method from focus-group data, this study aimed at exploring university students' opinions, experiences, and perceptions of learning in an ICT-rich environment. The concepts raised by students were inductively raised to higher levels of abstractions. A person convenience sample of (N=18) students in a Western Australia University was used. It was found that students purposefully sought to self-regulate their learning - to a satisfying extent - in order to meet their needs for personal educational and career preparation. There were six psychological needs associated with self-regulated learning. Further, ten abstractions were extracted. The abstractions showed that students have different levels of self-regulated learning, from low, to medium, to high self-regulated learners. The study assists in achieving an understanding of how university students in Western Australia understand their self-regulation of learning, and how they utilize the ICT-resources to enhance their self-regulation process.

Key Words: Self-regulated learning, Information and communication Technology (ICT), Analytic Induction.