ang FInal Theoretical Framework

Theoretical Framework
This study will be anchored on the Self-Regulated Learning (SRL) Theory and the Community of
Inquiry (CoI).
Self-Regulated Learning
Self-regulation, as defined by Zimmerman (2000), encompasses self-generated thoughts,

emotions, and actions directed towards achieving specific goals. Such learners exhibit proactive
engagement in the learning process, demonstrating awareness of their strengths and limitations. They
are driven by personally established goals and employ task-specific strategies. These learners
consistently monitor their actions in alignment with their goals and self-reflect on their increasing
effectiveness. This reflective process enhances their self-satisfaction and motivation to continue to
improve their methods of learning. Zimmerman (2002) notes that due to their heightened motivation
and adaptive learning strategies, self-regulated students not only tend to excel academically but also
view their futures optimistically.
In the framework of self-regulated learning theory, students are conceptualized as actively

participating in their learning journey metacognitively, motivationally, and behaviorally.
Metacognitively, self-regulated learners engage in planning, organizing, self-instruction, and self-
monitoring throughout various stages of the learning process. Motivationally, these learners perceive
themselves as competent, self-efficacious, and autonomous. Behaviorally, self-regulated learners make
strategic choices in selecting, structuring, and creating environments that optimize the learning
experience. This perspective posits that effective learners develop an awareness of the functional
relationships between their cognitive and behavioral patterns (referred to as strategies) and the social
and environmental outcomes (Zimmerman, 1986).
Zimmerman proposed a cyclical model of SRL consists of three phases: the: the forethought
phase, wherein learners establish objectives, evaluate their motivation and capabilities for task
completion, and formulate plans for task involvement; the performance phase, characterized by focused
attention, task engagement, strategy development and application, as well as progress monitoring; and
finally, the self-reflection phase, in which learners contemplate the task and assess their performance
through self-evaluation (Zimmerman, 2002)
There are classes of metacognitive demands that are incorporated in self-regulated learning.
Wirth & Leutner (2008) identified these classes to be goal setting, planning, and monitoring. Goal
setting requires the learner’s competence to decide what needs to be learned. This decision-making
process involves analyzing the task conditions and constraints, activating and assessing prior knowledge
of the domain and suitable learning strategies. Planning the learning process demands the learner's
competence to determine the pathway toward achieving the learning goal. It involves selecting an
appropriate learning strategy to transform current knowledge into the desired knowledge.
Consequently, a learning plan emerges as the product of decisions made regarding one or more
activated learning strategies, the conditions of which are met by the task conditions. Monitoring,
deemed the key component of self-regulated learning competence, comprises two subcomponents.
Firstly, it requires the learner's ability to continuously track their actions during the learning process and
the outcomes of these activities. Secondly, monitoring entails evaluating whether the executed learning
activities align with the planned learning strategies and if the observed learning outcome corresponds
with the set learning goals. Consequently, the monitoring process yields two outcomes. The first
concerns whether there is a discrepancy between the observed and the planned learning activities; the
second concerns whether there is a discrepancy between the actual and the desired knowledge.
Self-regulated learning is a theoretical framework that emphasizes individuals' active role in

their own learning, fostering metacognition, motivation, and strategic planning. SRL aligns well with the
core principles of challenge-based learning, as it emphasizes learners' active engagement and control
over their learning processes. In a challenge-based learning environment, pre-service teachers are
presented with real-world problems or tasks, which inherently require them to regulate their learning
activities. The SRL framework provides a lens through which to investigate how pre-service teachers
initiate, sustain, and adapt their cognitive and metacognitive strategies while tackling challenges.
Furthermore, the motivational aspect of self-regulated learning is pivotal in the context of challenge-
based learning. Motivation plays a crucial role in sustaining effort and perseverance, particularly when
faced with complex and authentic challenges. By adopting the SRL framework, the study can delve into
how pre-service teachers' motivation evolves throughout the CBL experience, examining factors such as
goal orientation, self-efficacy beliefs, and the impact of intrinsic and extrinsic motivators. Additionally,
the role of metacognition within self-regulated learning is highly pertinent to research skill
development. Metacognitive processes, such as planning, monitoring, and evaluating one's thinking, are
integral to effective problem-solving and critical thinking—essential components of research skills.
Investigating how pre-service teachers apply metacognitive strategies within the CBL context can yield
valuable insights into the development of their research capabilities.
Community of Inquiry
The community of inquiry (CoI) framework is inherently generic, drawing its conceptual
foundations from theories of teaching and learning in higher education. In philosophical alignment with
John Dewey's work on community and inquiry, the CoI framework, as expounded by Garrison et al.
(2010), seeks to define, describe and measure the elements of a collaborative and worthwhile
educational experience.
Within the educational context, a community of inquiry is characterized by a collective of

individuals engaging in purposeful critical discourse and reflection. This collaborative endeavor aims to
construct personal meaning and affirm shared understanding. The Community of Inquiry (CoI)
theoretical framework prioritizes deep approaches to learning over surface-level engagement. Garrison
(2012) emphasizes that the framework is firmly rooted in specific philosophical, epistemological
assumptions, and learning theories. This process involves the interconnected development of three
essential elements: social presence, cognitive presence, and teaching presence.
Social presence, as a crucial facet of a purposeful learning community, serves the purpose of
facilitating critical inquiry and the attainment of educational outcomes. Contrary to a purely social focus,
social presence within the CoI framework fosters a climate conducive to probing questions, skepticism,
and the expression and contribution of ideas.
Cognitive presence, as defined in the framework, is the extent to which learners can construct
and confirm meaning through sustained reflection and discourse in a critical community of inquiry.
Rooted in the critical thinking literature and inspired by Dewey's reflective thinking model, cognitive
presence is integral to deepening the meaning of experiences and is considered a fundamental
educational aim.
Teaching presence emerges as a pivotal element for achieving intended learning outcomes
within the CoI framework. It is the key element in integrating social and cognitive presence during the
inquiry process, teaching presence involves the design, facilitation, and direction of cognitive and social
processes. Garrison and Akyol (2013) formally define teaching presence as the orchestrator of activities
aimed at realizing personally meaningful and educationally worthwhile learning outcomes.
Challenge-based learning's emphasis on real-world problems and collaborative solutions aligns

with the CoI framework. The challenges serve as stimuli for cognitive engagement, while the
collaborative nature of the learning activities contributes to the development of a supportive
community. CoI's emphasis on a reflective and iterative process merges with the principles of challenge-
based learning. Through ongoing assessments and reflections, pre-service teachers can refine their
research skills. The cognitive presence emphasizes the construction of meaning through sustained
communication and interaction. Challenge-based Learning inherently involves students in problem-
solving and critical thinking, aligning with the cognitive presence aspect of the CoI Theory. The
collaborative nature of CBL promotes discourse and knowledge construction, fostering a sense of
community among learners. Moreover, social presence within the CoI framework emphasizes the
importance of building a community of learners who feel connected and engaged. Challenge-based
Learning, with its emphasis on real-world problem-solving and collaboration, naturally encourages the
development of social presence. Teaching presence focuses on the design, facilitation, and direction of
the educational experience. The design and facilitation of Challenge-based Learning experiences can
influence the effectiveness of the approach in enhancing research skills among pre-service teachers.
Conceptual Framework
Conceptual Diagram

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Theoretical Framework

Self-regulation, as defined by Zimmerman (2000), encompasses self-generated thoughts,

In the framework of self-regulated learning theory, students are conceptualized as actively

Self-regulated learning is a theoretical framework that emphasizes individuals' active role in

Within the educational context, a community of inquiry is characterized by a collective of

Challenge-based learning's emphasis on real-world problems and collaborative solutions aligns

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