Self-regulated learning in an information and communication technology (ICT)-rich university environment

[Truncated] This study aimed at conceptualising, designing, and validating an instrument for measuring self-regulated learning in information and communication technology (ICT)-rich learning environments. The study further examined how students at university self-regulate their learning in an JCT-rich environment taking into consideration how learners' monitor the cognitive, motivational, emotional, volitional and social aspects of their learning activities. This study also utilised the qualitative approach of modified analytic induction from focus-group interviews to develop abstractions which could explain how university students self-regulate learning in an JCT-rich learning environment. The study had two parts. In the first part, self-regulated learning in an JCT­rich environment questionnaire was developed and applied to gather data from university students. Before developing the survey instrument, a conceptual model of self-regulated learning in an JCT-rich environment was developed from the literature review. The model was then scrutinised through a discussion with expert researchers in the areas of self-regulated learning, in the JCT field and in Rasch measurement.