Self-regulated learning is commonly described as a process in which a student acts as a crucial independent element. The student sets own educational goals, selects information and learning resources needed to achieve set goals, decides what tools and procedures will be used for studying. The self-regulated student can manage the whole learning process, involving self-reflection. (Zimmerman, 2002). There are studies demonstrating that the ability to self-regulate our learning is a key factor in predicting the academic achievement of college students in an online learning environment (Cazan, 2014).  At the same time learning online requires using such abilities, which are considered to be the essence of self-regulation (Carter et al., 2020) - student's ability to take control of his or her own learning process, which he or she actively reflect, adjust and retrospectively evaluate if necessary. Our objective is to design such online environment that can stimulate these skills. The main research question is as follows - Is there a change in self-regulated skill level at undergraduate students due to the specific e-learning environment? We are going to design personal learning environment (Dabbagh & Kitsantas, 2012) that should encourage the assumptions of social constructivism - groups of students construct knowledge for each other and collaboratively create small cultures of shared artefacts with shared meanings.

The OSLQ questionnaire (the Online Self-Regulated Learning Questionnaire) was developed in the USA to measure the attainment of self-regulated skills (Barnard et al., 2009). It consists of 24 items rated on a 5-point Likert scale. The items are categorised into six subdomains including environment structuring, goal setting, time management, help seeking, task strategies, and self-evaluation. The resulting higher scores indicate better self-regulation skills of students in online learning. We have adapted this tool to the Czech environment so that we can use it for further measurements. We assume the use of quasi-experimental design - the self-assessment questionnaire will be administered as a pretest and posttest to students in the control group who will take a semester e-learning course in a personal learning environment. At the same time, it will be administered to students in the experimental group whose courses have not been modified to promote self-regulation skills. Additional qualitative techniques - reflective journals, ongoing consultations, and in-depth interviews - will be used to gain deep insight into the process of student learning in the personal learning environment.

Piloting of the Czech version of the OSLQ has demonstrated the existence of good psychometric properties (content validity index is higher than 0.8 for all subdomains, cronbach's alpha is higher than 0.70 for all subdomains). The next step is to perform confirmatory factor analysis and then evaluate the results of the control and experimental groups. The results also suggest the existence of five distinct self-regulatory profiles of student teachers - students with excellent self-regulatory ability, students competent to self-regulate, students with an insightful approach to self-regulation, students with an executive approach, and students with no (or minimal) self-regulatory ability. We anticipate that such a learning environment, which can be customized by the students themselves, will benefit both students with high levels of self-regulation skills and students with lower levels of self-regulation skills and lead to higher student satisfaction.

Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S. L. (2009). Measuring self-regulation in online and blended learning environments. The Internet and Higher Education. http://dx.doi.org/10.1016/j.iheduc.2008.10.005 Carter Jr, R.A., Rice, M., Yang, S. & Jackson, H.A. (2020). Self-regulated learning in online learning environments. Information and Learning Sciences, 121(5/6), 321-329. Cazan, A. M. (2014, 24 April). Self-regulated learning and academic achievement in the context of online learning environments. The 10th International Scientific Conference eLearning and software for Education, Bucharest, Romania. Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self-regulated learning: a natural formula for connecting formal and informal learning. The Internet and Higher Education. http://doi.org/10.1016/j.iheduc.2011.06.002 Zimmerman, B. J. (2002). Becoming a self-regulated learner: an overview. Theory into practice, 41(2), 64–70.