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Fostering Self-Regulated Learning through ICT

Book Description

Self-Regulated Learning (SRL) is the process through which individuals control their own learning, from the cognitive, meta-cognitive, behavioral, emotional and motivational points of view. Through Information and Communication Technologies (ICTs) it is an important interdisciplinary competence which has increasingly gained attention in the past couple of decades because it leads to improved learning and it helps people to cope with the challenges of life-long-learning in the knowledge society.Fostering Self-Regulated Learning through ICTs presents the relationship between SRL and ICTs from several standpoints, addressing both theoretical and applicative issues, providing examples from a range of disciplinary fields and educational settings. This book includes 24 chapters by a total of 57 authors from 28 different institutions in 13 countries.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Editorial Advisory Board and List of Reviewers
    1. EDITORIAL ADVISORY BOARD
    2. LIST OF REVIEWERS
  5. Preface
  6. Acknowledgment
  7. Chapter 1: Self-Regulated Learning and Technology-Enhanced Learning Environments
    1. ABSTRACT
    2. INTRODUCTION
    3. QUESTION 1: WHAT IS THE THEORETICAL BASIS FOR UNDERSTANDING THE POSSIBLE RELATIONS AMONG SRL AND TELES?
    4. QUESTION 2: WHAT TYPES OF TELE HAVE BEEN USED TO EXAMINE THE RELATIONS BETWEEN SRL AND TELES?
    5. QUESTION 3: WHEN INDIVIDUALS ENGAGE IN SRL BEHAVIORS IN A WELL-DESIGNED TELE, DO THEY SHOW GREATER LEARNING THAN THEIR PEERS WHO ENGAGE IN FEWER SRL BEHAVIORS?
    6. QUESTION 4: HOW HAVE TELES BEEN SHOWN TO PROMOTE SRLTENDENCIES IN LEARNERS?
    7. QUESTION 5: HOW DO PRE-EXISTING SRL TENDENCIES INFLUENCE THE WAYS IN WHICH LEARNERS INTERACT WITH TECHNOLOGY ENHANCED LEARNING ENVIRONMENTS?
    8. CONCLUSION
  8. Chapter 2: Measuring and Profiling Self-Regulated Learning in the Online Environment
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. SELF-REGULATED LEARNING
    5. FUTURE RESEARCH DIRECTIONS
    6. CONCLUSION
  9. Chapter 3: Design of the SEAI Self-Regulation Assessment for Young Children and Ethical Considerations of Psychological Testing
    1. ABSTRACT
    2. INTRODUCTION
    3. ISSUES ASSOCIATED WITH ASSESSING SELF-REGULATED LEARNING
    4. USEFUL THEORETICAL MODELS FOR ASSESSING SELF-REGULATED LEARNING
    5. ETHICAL ASPECTS OF COMPUTER-ASSISTED ASSESSMENT AND THE SEAI PROGRAM
  10. Chapter 4: Self-regulated Strategies and Cognitive Styles in Multimedia Learning
    1. ABSTRACT
    2. INTRODUCTION
    3. RESULTS AND DISCUSSION
    4. GENERAL DISCUSSION AND CONCLUSION
  11. Chapter 5: Re-Conceptualizing Calibration Using Trace Methodology
    1. ABSTRACT
    2. INTRODUCTION
    3. METACOMPREHENSION CALIBRATION
    4. CONCLUSION
    5. RECOMMENDATIONS FOR FUTURE RESEARCH
  12. Chapter 6: Using Student Assessment Choice and eAssessment to Achieve Self Regulated Learning
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. STUDENT ASSESSMENT CHOICE
    5. CONCLUSION
  13. Chapter 7: The Role of SRL and TELEs in Distance Education
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. AUTONOMY AND SRL
    5. DEVELOPING SRL IN DISTANCE LEARNERS
    6. FUTURE RESEARCH DIRECTIONS
    7. CONCLUSION
  14. Chapter 8: Strategies to Promote Self-Regulated Learning in Online Environments
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. STRATEGIES FOR PROMOTING SELF-REGULATED LEARNING
    5. CONCLUSION
  15. Chapter 9: Influence of Task Nature on Learner Self-Regulation in Online Activities
    1. ABSTRACT
    2. INTRODUCTION
    3. A METHOD TO OBSERVE SRL PRACTICE IN CSCL ACTIVITIES
    4. A CASE STUDY
    5. DISCUSSION
    6. CONCLUSION
  16. Chapter 10: Theoretical and Practical Issues in Designing a Blended e-Learning Course of English as a Foreign Language
    1. ABSTRACT
    2. INTRODUCTION
    3. THEORETICAL ISSUES
    4. APPLICATIONS
    5. DISCUSSION
    6. CONCLUSION
  17. Chapter 11: Evaluating Web Content for Self-Directed Language Learning
    1. ABSTRACT
    2. INTRODUCTION
    3. SELF-REGULATED LANGUAGE LEARNING
    4. DATA-DRIVEN LANGUAGE LEARNING
    5. THE WEB AS LANGUAGE DATA
    6. PURPOSE OF THE STUDY
    7. THE PROJECTS
    8. FINDINGS
    9. IMPLICATIONS
    10. CONCLUSION
  18. Chapter 12: Using Video as a Retrospective Tool to Understand Self-Regulated Learning in Mathematical Problem Solving
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. THE COMBINATION OF SRL AND AST
    5. TESTING THE THEORETICAL VIABILITY OF COMBINING SRL WITH AST
    6. IMPLICATIONS FOR RESEARCH AND APPLICATION
    7. CONCLUSION
  19. Chapter 13: Activating a Self-Regulated Process
    1. ABSTRACT
    2. INTRODUCTION
    3. SELF-REGULATED LEARNING: THE CASE OF A REMEDIAL INTERVENTION IN ALGEBRA
    4. THE APLUSIX ICT ENVIRONMENT
    5. THE EXPERIMENTATION
    6. SOME RESULTS
    7. CONCLUSION
  20. Chapter 14: Assessing Self-regulation Development through Sharing Feedback in Online Mathematical Problem Solving Discussion
    1. ABSTRACT
    2. INTRODUCTION
    3. METHOD
    4. MEASURE
    5. RESULT
    6. DISCUSSION
  21. Chapter 15: The Role of Self-Regulated Learning in Enhancing Conceptual Understanding of Rate of Chemical Reactions
    1. ABSTRACT
    2. INTRODUCTION
    3. THEORETICAL FRAMEWORK AND MODEL GUIDING SELF REGULATED LEARNING IN SIMULATION LEARNING ENVIRONMENT
    4. METHODOLOGY
    5. FINDINGS
    6. FUTURE DIRECTIONS IN RESEARCH ON SRL IN TECHNOLOGY ENHANCED LEARNING ENVIRONMENT
    7. CONCLUSIONS
  22. Chapter 16: Enriching Quality of Self-Regulated Learning through Technology-Enhanced Learning Environments
    1. ABSTRACT
    2. INTRODUCTION
    3. METHODOLOGY
    4. FINDINGS AND DISCUSSION
    5. CONCLUSION
  23. Chapter 17: Mark-UP
    1. ABSTRACT
    2. INTRODUCTION
    3. THEORETICAL FRAMEWORK
    4. MARK-UP
    5. METHODOLOGY
    6. FINDINGS
    7. CONCLUSION
  24. Chapter 18: Self-Regulation of Learning Supported by Web 2.0 Tools
    1. ABSTRACT
    2. INTRODUCTION
    3. THEORETICAL FRAMEWORKS
    4. SRL SUPPORTED BY ICTS
    5. SRL USING WEB 2.0 TOOLS
    6. CONCLUSION
  25. Chapter 19: Exploring the Effects of an Optional Learning Plan Tool in Technology-Enhanced Learning
    1. ABSTRACT
    2. INTRODUCTION
    3. CHALLENGES OF SELF-REGULATED LEARNING WITH TECHNOLOGY-ENHANCED LEARNING ENVIRONMENTS
    4. SUPPORTING SELF-REGULATED LEARNING IN THE TECHNOLOGY-ENHANCED LEARNING ENVIRONMENT STUDIERPLATZ
    5. FOSTERING LEARNING PLAN TOOL USE: AN EXPLORATORY STUDY
    6. DISCUSSION
    7. LIMITATIONS OF THE STUDY
    8. CONCLUSION
  26. Chapter 20: Reference Course Model
    1. ABSTRACT
    2. INTRODUCTION
    3. SELF REGULATED LEARNING
    4. MEDIA LITERACY AND MEDIA CULTURE IN AN ORGANSATIONAL PERSPECTIVE
    5. CONCLUSION
  27. Chapter 21: Fostering Self-Regulated Learning in e-Health
    1. ABSTRACT
    2. INTRODUCTION
    3. WHAT IS E-HEALTH?
  28. Chapter 22: Informal Self-regulated Learning in Corporate Organizations
    1. ABSTRACT
    2. INTRODUCTION
    3. A NEW GENERATION OF SELF-REGULATED LEARNERS
    4. THE NETWORKED LEARNING MODEL
    5. AN INNOVATIVE TOOL FOR NETWORKED LEARNING: YUNO AT IBM
    6. FUTURE RESEARCH DIRECTIONS
    7. CONCLUSION
  29. Chapter 23: Face-to-Face and Web-Forum Interventions Promoting SRL Skills at University
    1. ABSTRACT
    2. INTRODUCTION
    3. SELF-REGULATED LEARNING: THE PROCESSES INVOLVED AND HOW THEY MAY BE ENHANCED
    4. FOSTERING SELF-REGULATED LEARNING: EMPIRICAL RECOMMENDATIONS
    5. FUTURE RESEARCH DIRECTIONS
    6. CONCLUSION
  30. Chapter 24: SRL/SDL and Technology-Enhanced Learning
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. INVESTIGATING LEARNER CONTROL IN TECHNOLOGY-ENHANCED LEARNING
    5. LESSONS LEARNED FOR SRL/SDL TECHNOLOGY-ENHANCED LEARNING
    6. CONCLUSION
  31. Compilation of References
  32. About the Contributors