Self-regulated learning, the ability to monitor and adapt one’s learning process, gained an increased central focus in educational research. It is known as ‘learning to learn' and it often leads to better performances. But students frequently experience difficulties when implementing this technique.

In the FLoRA project the researchers are looking at how to improve the support given to students undertaking self-regulated learning during a learning task where students have to learn topics and subsequently write an essay about the topics in a computer-based learning environment.

The researchers want to better understand and measure self-regulated learning by improving the unobstructive data collection and machine learning techniques.  

With these new insights the team can offer ways to provide personalized support (scaffolds) to students via more powerful adaptive educational technologies. 

FLoRA is funded by the German Research Foundation (DFG), the UK's Economic and Social Research Council and the Dutch Research Council (NWO). 

The project is  a collaboration between Radboud University's Adaptive Learning Lab, the University of Edinburgh in the UK, the Technical University of Munich in Germany, and Monash University in Australia.