Abstract
Self-regulated learning refers to learners’ ability to plan, conduct and evaluate their own learning. Research into self-regulated learning dates back to the 1970s, but the topic has received new attention in the discourse on competency-based learning, starting at the end of last century. It can also be argued that advances in digital technologies have helped to create technology enhanced learning environments that support self-regulated learning, but at the same time also require this competence to a greater degree than traditional learning environments. In our contribution, we will first present a short overview of the state-of-the-art of research in self-regulated learning. We will then discuss different aspects of self-regulated learning in technology enhanced learning environments. In particular, we will focus on metacognition, assessment, and personalisation of learning environments. We will conclude our contribution with a note on the role of self-regulated learning in enquiry learning and provide the reader with an outlook on challenges and promises in the field of self-regulated learning in technology enhanced learning.
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Persico, D., Steffens, K. (2017). Self-Regulated Learning in Technology Enhanced Learning Environments. In: Duval, E., Sharples, M., Sutherland, R. (eds) Technology Enhanced Learning. Springer, Cham. https://doi.org/10.1007/978-3-319-02600-8_11
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