Multidisciplinary innovations and technologies for facilitation of self-regulated learning (original) (raw)
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Supporting Self-Regulated Learning
Self-regulated learning (SRL) competences are crucial for lifelong learning. Their cultivation requires the right balance between freedom and guidance during the learning processes. Current learning systems and approaches, such as personal learning environments, give overwhelming freedom, but also let weak learners alone. Other systems, such as learning management systems or adaptive systems, tend to institutionalise learners too much, which does not support the development of SRL competences. This chapter presents possibilities and approaches to support SRL by the use of technology. After discussing the theoretical background of SRL and related technologies, a formal framework is presented that describes the SRL process, related competences, and guidelines. Furthermore, a variety of methods is presented, how learners can be supported to learn in a self-regulated way.
Springer eBooks, 2020
This is a pre-print of a chapter on the Handbook of Educational Communications and Technology 2020. Personal use is permitted, but it cannot be uploaded in an Open Source repository. The permission from the published must be obtained for any other commercial purpose. This chapter may not exactly replicate the published version due to editorial changes and/or formatting and corrections during the final stage of publication. Interested readers are advised to consult the published version and buy the book.
Self-regulation of learning with computer-based learning environments
New Directions for Teaching and Learning, 2011
In general, students who self-regulate their learning tend to perform better than students who do not . Self-regulation refers to students' ability to monitor and control their cognition, motivation, behavior, context, and emotion in a dynamic manner over the course of learning (Zimmerman, 2000). Self-regulated learning (SRL) skills are enacted dynamically over the course of learning tasks, and the frequency and quality of their use can fl uctuate dramatically (Moos and Azevedo, 2008b). Further, students' SRL skills can vary from one academic domain to another and even from one task to another within a single domain. Thus, while SRL skills are essential for effective learning, they can look quite different depending on the content to be learned, the context of learning, and even the characteristics of the students themselves (Zimmerman, 2000).
Self-Regulated Learning and Technology-Enhanced Learning Environments
Fostering Self-Regulated Learning through ICT
Recent research suggests that technologically enhanced learning environments (TELEs) represent an opportunity for students to build their ability to self-regulate, and for some, leverage their ability to apply self-regulated learning (SRL) to acquire knowledge. This chapter reviews 55 empirical studies and interprets their findings to answer the following questions: (1) What is the theoretical basis for understanding the possible relations among SRL and TELEs? (2) What types of TELE have been used to study these relations? (3) When participants engage in SRL behaviors in a well-designed TELE, do they show greater learning than their peers who engage in fewer SRL behaviors? (4) How have TELEs been shown to promote SRL tendencies in learners? and (5) How do pre-existing SRL tendencies influence the ways in which learners interact with TELEs? Our review suggests that TELEs can promote SRL and are best used by those who can self-regulate learning. SRL training should occur before the ta...
To Learn or to be Taught? Harnessing Technology to Enhance Self Regulated Learning
chais.openu.ac.il, 2011
Instruction in large higher education introductory courses is usually based on lectures which discourage students from taking responsibility of their own learning. We developed an instructional model that harnesses technology to support students in assuming such responsibility, and gradually implemented it in a large introductory biology course. We examined how the gradual shift of responsibility from the instructor to the students affected their self regulation and self-efficacy. Verbal analysis of students' utterances revealed that students felt a sense of confidence when all course contents were provided to them in the lectures and the tutorial, which encouraged them to take responsibility of their own learning. However, when students were required to self-learn some of the course materials which were not covered in lectures, they became reluctant from taking that responsibility. We conclude that it's imperative to provide supports that will induce students' confidence, and encourage them to assume responsibility.
Self-Regulated Learning in Technology Enhanced Learning Environments
Springer eBooks, 2017
The present contribution describes a project which was carried out by nine European Universities to explore Self-Regulated Learning (SRL) in Technology Enhanced Learning Environments (TELEs). The methodology of identifying and evaluating TELEs which support SRL and the results from case studies are described and discussed.
Journal Paper, 2020
For the last one decade, research in self-regulated learning (SRL) and educational psychology has proliferated. Researchers and educators have focused on how to support leaners grow their SRL skills on both face-to-face and e-learning environments. In addition, recent studies and meta-analysis have greatly contributed to the domain knowledge on the use of SRL strategies and how they contribute and boost academic performance for learners. However, there is little systematic review on the literature on the techniques and tools used to measure SRL on e-learning platforms. This review sought to outline recent advances and the trends in this area to make it more efficient for researchers to establish the empirical studies and research patterns among different studies in the field of SRL. The findings from this study are concurrent with existing empirical evidence that traditional methods designed for classroom supports are being used for measuring SRL on e-learning environments. Few studies have used learner analytics and educational data mining (EDM) techniques to measure and promote SRL strategies for learners. The paper finally points out the existing gaps with the tools presently used to measure and support SRL on learning management systems and recommends further studies on the areas of EDM which can support SRL.