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Self-regulated learning in technology enhanced learning environments: a European perspective
TLDR
In this paper, the authors present a rich resource of information for researchers and educators at all levels who are interested in supporting the acquisition of self-regulation through technology enhanced learning environments (TELEs).Abstract:
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. (https://www.sensepublishers.com/product_info.php?manufacturers_id=36&products_id=1348&osCsid=21c2e4c8784b9d7b0eb0451ef6cb0f62)read more
Citations
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Learning to Learn: On Training Students to Learn from Texts. Technical Report No. 189.
TL;DR: Based on an invited address given by the first author at the annual meetings of the American Educational Research Association in Boston, April 1980, this paper, this paper is based on an invitation address.
Seven Principles for Good Practice in Undergraduate Education: Faculty Inventory. Institutional Inventory.
TL;DR: Chickering is a Distinguished Professor of Higher Education at Memphis State University and a Visiting Professor at George Mason University as mentioned in this paper, and Gamson is a sociologist who holds appointments at the John W. McCormack Institute of Public Affairs at the University of Massachusetts-Boston, and in the Center for the Study of Higher and Postsecondary Education at University of Michigan.
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Self-regulated out-of-class language learning with technology
Chun Lai,Mingyue Michelle 谷明月 Gu +1 more
TL;DR: The authors investigated Hong Kong university students' use of technology outside the classroom to self-regulate their language learning and found that these students were actively engaged in the use of the technology, but there were variations both among the students and in the aspects of language learning that they opted to support using technology.
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Self-regulated learning and academic achievement
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The use of self-regulation strategies by foreign language learners and its role in language achievement
TL;DR: The authors found that incorporating self-regulated learning (SRL) strategies into foreign language teaching encourages the development of autonomous learners, however, interviews with teachers (n = 51) showed that self-regulation does not encourage autonomous learners.
References
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Book
Self-Efficacy: The Exercise of Control
TL;DR: SelfSelf-Efficacy (SE) as discussed by the authors is a well-known concept in human behavior, which is defined as "belief in one's capabilities to organize and execute the courses of action required to produce given attainments".
Social Foundations of Thought and Action : A Social Cognitive Theory
TL;DR: In this article, models of Human Nature and Casualty are used to model human nature and human health, and a set of self-regulatory mechanisms are proposed. But they do not consider the role of cognitive regulators.
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Situated Cognition and the Culture of Learning
TL;DR: Collins, Brown, and Newman as mentioned in this paper argue that knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used, and propose cognitive apprenticeship as an alternative to conventional practices.
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Motivational and self-regulated learning components of classroom academic performance.
TL;DR: In this article, a correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes.