Self-Regulated Learning in Technology Enhanced Learning Environments

1. Front Matter

   Pages i-x

   PDF

2. Foundations of SRL in TELEs

   1. Front Matter

      Pages 1-1

      PDF

   2. A Conceptual Framework for Research on Self-Regulated Learning

      • Jos Beishuizen, Karl Steffens

      Pages 3-19

   3. Technologies for Self-Regulated Learning

      • Antonio Bartolomé, Karl Steffens

      Pages 21-31

   4. Didactics and Self-Regulated Learning in Technology Enhanced Learning Environments

      • Karl Steffens

      Pages 33-49

3. Empirical studies on SRL in TELEs

   1. Front Matter

      Pages 51-51

      PDF

   2. Unfolding the Potential of ICT for SRL Development

      • Manuela Delfino, Donatella Persico

      Pages 53-74

   3. Technology Enhanced Environments for Selfregulated Learning in Teaching Practices

      • Roberto Carneiro, Ana Margarida Veiga Simao

      Pages 75-101

   4. Fostering Self-Regulated Learning in Technology Enhanced Learning Environments

      • Jos Beishuizen

      Pages 103-122

   5. Technological Tools to Support Self-Regulated Learning

      • Dominique Lenne, Marie-Hélène Abel, Philippe Trigano

      Pages 123-132

4. SRL in TELEs

   1. Front Matter

      Pages 133-133

      PDF

   2. Technology Enhanced Learning

      • Paul Lefrere, Paul Lefrere

      Pages 135-144

   3. Big Issues

      • Jean Underwood, Antonio Bartolomé, Paul Lefrere, Paul Lefrere

      Pages 145-153

   4. Self-Regulated Learning in Technology Enhanced Learning Environments in Europe

      • Jean Underwood, Philip Banyard

      Pages 155-163

Self-regulated learning (SRL) subsumes key aspects of the learning process, such as cognitive strategies, metacognition and motivation, in one coherent construct. Central to this construct are the autonomy and responsibility of students to take charge of their own learning. Skills for self-regulation can be encouraged both directly and indirectly through a range of learning activities. In this book we look specifically at the ways in which technology enhanced learning environments (TELEs) have been used to support self-regulation. The book provides an overview of recent studies on SRL in TELEs in Europe – a perspective which is new and has not been articulated hitherto. It addresses conceptual and methodological questions as well as practices in technology enhanced learning. While the focus is on European studies, we are aware that much of the groundwork in the field of SRL has emanated from the United States. The book is divided into three parts: (A) Foundations of SRL in TELEs, (B) Empirical studies on SRL in TELEs and (C) SRL in TELEs: perspectives on future developments. The book presents a rich resource of information for researchers and educators at all levels who are interested in supporting the acquisition of SRL through TELEs.

• Universidade Católica Portuguesa, Lisboa, Portugal

  Roberto Carneiro

• Institute of Educational Technology, Milton Keynes, UK

  Paul Lefrere

• University of Cologne, Cologne, Germany

  Karl Steffens

• Nottingham Trent University, Nottingham, UK

  Jean Underwood

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