Fostering self-regulated learning through ICT:
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Hershey, PA [u.a.]
Information Science Reference
2011
|
| Schriftenreihe: | Premier reference source
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | "This book 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"--Provided by publisher. Includes bibliographical references and index |
| Beschreibung: | XXVI, 472 S. Ill., graph. Darst. |
| ISBN: | 9781616929015 |
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| 245 | 1 | 0 | |a Fostering self-regulated learning through ICT |c Giulana Dettori ; Donatella Persico [ed.] |
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| 500 | |a Includes bibliographical references and index | ||
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Datensatz im Suchindex
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| adam_text | IMAGE 1
TABLE OF CONTENTS
PREFACE XIX
ACKNOWLEDGMENT XXVI
CHAPTER 1 SELF-REGULATED LEARNING AND TECHNOLOGY-ENHANCED LEAMING
ENVIRONMENTS: AN OPPORTUNITYPROPENSITY ANALYSIS I
MATTHEW L. BERNAEKI, TEMPLE UNIVERSITY, USA ANITA C. AGUILAR, TEMPLE
UNIVERSITY, USA JAMES P. BYRNES, TEMPLE UNIVERSITY, USA
CHAPTER2 MEASURING AND PROFILING SELF-REGULATED LEAMING IN THE ONLINE
ENVIRONMENT 27
LUEY BARNARD-BRAK, BAYLOR UNIVERSITY, USA WILLIAM Y. LAN, TEXAS TEEH
UNIVERSITY, USA VALERIE OSLAND PATON, TEXAS TEEH UNIVERSITY, USA
CHAPTER3 DESIGN OFTHE SEAL SELF-REGULATION ASSESSMENT FOR YOUNG CHILDREN
AND ETHICAL CONSIDERATIONS OF PSYCHOLOGICAL TESTING 39
JESUS DE LA FUENTE, UNIVERSITY 01ALMERIA, SPAIN ANTONIA LOZANO,
UNIVERSITY 01ALMERIA, SPAIN
CHAPTER4 SELF-REGULATED STRATEGIES AND COGNITIVE STYLES IN MULTIMEDIA
LEAMING 54
BARBARA COLOMBO, CATHOLIE UNIVERSITY 01 THE SAERED HEART, ITALY
ALESSANDRO ANTONIETTI, CATHOLIE UNIVERSITY 01 THE SAERED HEART, ITALY
CHAPTER5 RE-CONCEPTUALIZING CALIBRATION USING TRACE METHODOLOGY 71
RYLAN G. EGAN, SIMON FRASER UNIVERSITY, CANADA MINGMING ZHOU, SIMON
FRASER UNIVERSITY, CANADA
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CHAPTER 6
USING STUDENT ASSESSMENT CHOICE AND E-ASSESSMENT TO AEHIEVE
SELF-REGULATED LEARNING 89 CATH ELLIS, UNIVERSITY OF HUDDERSFIELD, UK
SUE FOLLEY, UNIVERSITY OF HUDDERSFIELD, UK
CHAPTER 7 THE ROLE OF SRL AND TEL ES IN DISTANEE EDUEATION: NARROWING
THE GAP 105
MAUREEN SNOW ANDRADE, UTAH VALLEY UNIVERSITY, USA ELLEN L. BUNKER,
BRIGHAM YOUNG UNIVERSITY HAWAII, USA
CHAPTER8 STRATEGIES TO PROMOTE SELF-REGULATED LEARNING IN ONLINE
ENVIRONMENTS 122
BRUCE R. HARRIS, WESTERN ILLINOIS UNIVERSITY, USA REINHARD W LINDNER,
WESTERN ILLINOIS UNIVERSITY, USA ANTHONY A. PINA, SULLIVAN UNIVERSITY
SYSTEM, USA
CHAPTER9 INFLUENEE OFTASK NATURE ON LEARNER SELF-REGULATION IN ONLINE
AETIVITIES 145
MANUELA DELFINO, INSTITUTEFOR EDUCATIONAL TECHNOLOGY (CNR), ITALY
GIULIANA DETTORI, INSTITUTEFOR EDUCATIONAL TECHNOLOGY (CNR), ITALY
DONATELLA PERSICO, INSTITUTE FOR EDUCATIONAL TECHNOLOGY (CNR), ITALY
CHAPTER 10 THEORETIEAL AND PRACTICAL ISSUES IN DESIGNING A BLENDED
E-LEARNING COURSE OF ENGLISH AS A FOREIGN LANGUAGE 162
RITA CALABRESE, UNIVERSITY OF SALERNO, ITALY FILOMENA FAIELLA,
UNIVERSITY OFSALERNO, ITALY
CHAPTER 11 EVALUATING WEB CONTENT FOR SELF-DIRECTED LANGUAGE LEARNING
179
YOKO HIRATA, HOKKAI-GAKUEN UNIVERSITY, JAPAN
CHAPTER 12 USING VIDEO AS A RETROSPEETIVE TOOL TO UNDERSTAND
SELF-REGULATED LEARNING IN MATHEMATIEAL PROBLEM SOLVING 194
I-PEI TUNG, MCGILL UNIVERSITY, CANADA KEVIN CHIN, MCGILL UNIVERSITY,
CANADA
CHAPTER 13 ACTIVATING A SELF-REGULATED PROCESS: THE CASE OF AREMEDIAL
ACTIVITY WITHIN AN ICT ENVIRONMENT. 210
M ALESSANDRA MARIOTTI, UNIVERSITY OF SIENA, ITALY LAURA MAFFEI,
UNIVERSITY OFSIENA, ITALY
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CHAPTER 14
ASSESSING SELF-REGULATION DEVELOPMENT THROUGH SHARING FEEDBACK IN ONLINE
MATHEMATICAL PROBLEM SOLVING DISCUSSION 232
BRACHA KRAMARSKI, BAR-ILAN UNIVERSITY, ISRAEL
CHAPTER 15 THE ROLE OF SELF-REGULATED LEARNING IN ENHANCING CONCEPTUAL
UNDERSTANDING OF RATE OF CHEM ICAL REACTIONS 248
EUNICE EYITAYO OLAKANMI, THE OPEN UNIVERSITY, UK CANAN BLAKE, THE OPEN
UNIVERSITY, UK EILEEN SCANLON, THE OPEN UNIVERSITY, UK
CHAPTER 16 ENRICHING QUALITY OF SELF-REGULATED LEARNING THROUGH
TECHNOLOGY-ENHANCED LEARNING ENVIRONMENTS: A MALAYSIAN CASE STUDY 268
VIGHNARAJAH, UNIVERSITI PUTRA MALAYSIA, MALAYSIA SU LUAN WONG,
UNIVERSITI PUTRA MALAYSIA, MALAYSIA KAMARIAH ABU BAKAR, UNIVERSITI PUTRA
MALAYSIA, MALAYSIA
CHAPTER 17 MARK-UP: PROMOTING SELF-MONITORING OF READING COMPREHENSION
THROUGH ONLINE ENVIRONMENT. 278
MARK MCMAHON, EDITH COWAN UNIVERSITY, AUSTRALIA
CHAPTER 18 SELF-REGULATION OF LEARNING SUPPORTED BY WEB 2.0 TOOLS: AN
EXAMPLE OF RAISING COMPETENCE ON CREATIVITY AND INNOVATION 295
MARIA LUISA SANZ DE ACEDO LIZARRAGA, PUBLIC UNIVERSITY 01 NAVARRE, SPAIN
OSCAR ARDAIZ VILLANUEVA, PUBLIC UNIVERSITY 01NAVARRE, SPAIN MARIA TERESA
SANZ DE ACEDO BAQUEDANO, PUBLIC UNIVERSITY 01NAVARRE, SPAIN
CHAPTER 19 EXPLORING THE EFFECTS OF AN OPTIONAL LEARNING PLAN TOOL IN
TECHNOLOGY-ENHANCED LEARNING 315 ANTJE PROSKE, TU DRESDEN, GERMANY
SUSANNE NARCISS, TU DRESDEN, GERMANY
HERMANN KRNDLE, TU DRESDEN, GERMANY
CHAPTER20 REFERENCE COURSE MODEL: SUPPORTING SELF-REGULATED LEARNING BY
CULTIVATING A UNIVERSITY- WIDE MEDIA CULTURE 334
PER BERGAMIN, SWISS DISTANCE UNIVERSITY 01APPLIED SCIENCES, SWITZERLAND
MARCO BETTONI, SWISS DISTANCE UNIVERSITY 01APPLIED SCIENCES, SWITZERLAND
SIMONE ZISKA, SWISS DISTANCE UNIVERSITY 01APPLIED SCIENCES, SWITZERLAND
CINDY EGGS, SWISS DISTANCE UNIVERSITY 01APPLIED SCIENCES, SWITZERLAND
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CHAPTER 21
FOSTERING SELF-REGULATED LEAMING IN E-HEALTH 352
SISIRA EDIRIPPULIGE, UNIVERSITY 0/ QUEENSLAND, AUSTRALIA ROHANA B.
MARASINGHE, SRI JAYEWARDENEPURA UNIVERSITY, SRI LANKA
CHAPTER 22 INFORMAL SELF-REGULATED LEAMING IN CORPORATE ORGANIZATIONS
364
WIM VEEN, DELFT UNIVERSITY O/TEEHNOLOGY, THE NETHERLANDS JAN-PAUL VAN
STAALDUINEN, DELFT UNIVERSITY O/TEEHNOLOGY, THE NETHERLANDS THIEME
HENNIS, DELFT UNIVERSITY O/TEEHNOLOGY, THE NETHERLANDS
CHAPTER23 FACE-TO-FACE AND WEB-FORUM INTERVENTIONS PROMOTING SRL SKILLS
AT UNIVERSITY 380 BARBARA DE MARCO, UNIVERSITY 0/ MILAN BIEOEEA, ITALY
NIEOLETTA BUSINARO, UNIVERSITY 0/ MILAN BIEOEEA, ITALY
ELEONORA FARINA, UNIVERSITY 0/ MILAN BIEOEEA, ITALY, OTTAVIA ALBANESE,
UNIVERSITY 0/ MILAN BIEOEEA, ITALY
CHAPTER 24 SRL/SDL AND TECHNOLOGY-ENHANCED LEAMING: LINKING LEAMER
CONTROL WITH TECHNOLOGY 396 JANE PILLING-CORMIEK, HAMILTON-WENTWORTH
DISTRIET SCHOOL BOARD, CANADA
COMPILATION OF REFERENCES 413
ABOUT THE CONTRIBUTORS 455
INDEX 467
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DETAILED TABLE OF CONTENTS
PREFACE XIX
ACKNOWLEDGMENT XXVI
CHAPTER 1 SELF-REGULATED LEARNING AND TECHNOLOGY-ENHANCED LEARNING
ENVIRONMENTS: AN OPPORTUNITYPROPENSITY ANALYSIS I
MATTHEW L. BERNACKI, TEMPLE UNIVERSITY, USA ANITA C. AGUILAR, TEMPLE
UNIVERSITY, USA JAMES P. BYRNES, TEMPLE UNIVERSITY, USA
RECENT RESEARCH SUGGESTS THAT TECHNOLOGY-ENHANCED LEARNING ENVIRONMENTS
(TEL ES) REPRESENT AN OPPORTUNITY FOR STUDENTS TO BUILD THEIR ABILITY TO
SELF-REGULATE. THIS CHAPTER REVIEWS 55 EMPIRICAL STUDIES AND INTERPRETS
THEIR FINDINGS TO ANSWERS THE FOLLOWING QUESTIONS: (1) WHAT IS THE
THEORETICAL BASIS FOR UNDERSTANDING THE POSSIBLE RELATIONS AMONG SRL AND
TELES? (2) WHAT TYPES OFTELE HAVE BEEN USED TO STUDY THESE RELATIONS?
(3) WHEN PARTICIPANTS ENGAGE IN SELF-REGULATORY BEHAVIOURS IN A
WELL-DESIGNED
TELE, DO THEY SHOW GREATER LEARNING THAN THEIR PEERS WHO ENGAGE IN FEWER
SELF-REGULATORY BEHAVIOURS?
(4) HOW HAVE TEL ES BEEN SHOWN TO PROMOTE SELF-REGULATORY TENDENCIES IN
LEARNERS? AND (5) HOW DO PRE-EXISTING SELF-REGULATED LEARNING TENDENCIES
INFLUENCE THE WAYS IN WHICH LEARNERS INTERACT WITH TECHNOLOGY ENHANCED
LEARNING ENVIRONMENTS? THIS REVIEW SUGGESTS THAT TELES CAN PROMOTE SRL
AND ARE BEST USED BY THOSE WHO CAN SELF-REGULATE LEARNING. SRL TRAINING
SHOULD OCCUR BEFORE THE TASK, OR BE
EMBEDDED IN THE TELE.
CHAPTER2 MEASURING AND PROFILING SELF-REGULATED LEARNING IN THE ONLINE
ENVIRONMENT 27
LUCY BARNARD-BRAK, BAYLOR UNIVERSITY, USA WILLIAM Y. LAN, TEXAS TECH
UNIVERSITY, USA VALERIE OSLAND PATON, TEXAS TECH UNIVERSITY, USA
THIS CHAPTER EXAMINES CURRENT LITERATURE CONCERNING THE MEASUREMENT OF
ONLINE SRL BEHAVIOURS AND THE APPLICATION OF THIS ONLINE SRL MEASUREMENT
WITH REGARD TO PROFILING SRL BEHAVIOURS IN TELES. THE
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METHODOLOGIES AND ISSUES ASSOCIATED WITH THE MEASUREMENT OFSRL
BEHAVIOURS IN TELES IS DISCUSSED IN
VIEW OF EXTANT RESEARCH. THE ORGANIZATION OFSRL BEHAVIOURS INTO FIVE,
DISTINCT PROFILES IS THEN DISCUSSED IN VIEW OF A SOCIAL COGNITIVE
PERSPECTIVE CONCERNING THE DEVELOPMENT OF SRL (E.G. ZIMMERMAN & SCHUNK,
2001). THE BOOK CHAPTER CONC1UDES WITH RECOMMENDATIONS FOR FUTURE
RESEARCH CONCERNING THE PRESENCE OF SRL PROFILES AND THEIR RELATIONSHIP
TO OTHER METACOGNITIVE FACTORS AND ACADEMIC ACHIEVEMENT.
CHAPTER3 DESIGN OF THE SEAL SELF-REGULATION ASSESSMENT FOR YOUNG
CHILDREN AND ETHICAL CONSIDERATIONS OF PSYCHOLOGICAL TESTING 39
JESUS DE LA FUENTE, UNIVERSITY OF ALMERIA, SPAIN ANTONIA LOZANO,
UNIVERSITY OF ALMERIA, SPAIN
AS KNOWLEDGE IN THE AREA OF SELF-REGULATED LEARNING HAS PROGRESSIVELY
EXPANDED, THERE IS A PERCEIVED NEED FOR NEW METHODS AND ASSESSMENT
INSTRUMENTS THAT ARE IN LINE WITH THE CONSTRUCT AND WITH THE SUBJECT.
COMPUTER-ASSISTED ASSESSMENT HAS BEEN PROPOSED AS AN EXCELLENT MEANS FOR
RESPONDING TO THESE DEMANDS FOR NEW TYPES OF MEASUREMENT. NONETHELESS,
NEW INSTRUMENTS AND ASSESSMENT PROCESSES MUST
BE SUBMITTED TO THE SAME ETHICAL STANDARDS REQUIRED ELSEWHERE, WHETHER
IN ASPECTS RELATING TO DESIGN OR TO USAGE. DEVELOPMENT OFTHE SEAL
PROGRAM WAS GUIDED BY A PSYCHOLOGY MODEL AS WEIL AS A MODEL FOR
DESIGNING COMPUTER-AIDED ASSESSMENT. THIS CHAPTER PRESENTS THE SEAL
PROGRAM DESIGN, AND EXPLAINS HOW IT MEETS ETHICAL STANDARDS.
CHAPTER4 SELF-REGULATED STRATEGIES AND COGNITIVE STYLES IN MULTIMEDIA
LEARNING 54
BARBARA COLOMBO, CATHOLIE UNIVERSITY OF THE SAERED HEART, ITALY
ALESSANDRO ANTONIETTI, CATHOLIE UNIVERSITY OF THE SAERED HEART, ITALY
THIS CHAPTER IS FOCUSED ON AN EXPERIMENT CARRIED OUT TO INVESTIGATE HOW
PARTICIPANTS SELF-REGULATE THEIR ACCESS TO EXPLANATORY PICTURES DESIGNED
TO FACILITATE LEARNING. WHILE WORKING WITH MULTIMEDIA PRESENTATIONS,
PARTICIPANTS WERE GIVEN THE OPPORTUNITY TO ASK FOR AN EXPLANATORY
PICTURE WHEN THEY FEIT THEY NEEDED MORE INFORMATION TO BETTER
UNDERSTAND. RECORDING THE REQUESTS FOR PICTURES ASSESSED SELF-REGU-
LATION OF STRATEGIES THAT PROMOTE PICTURE USE. PARTICIPANTS WERE
REQUESTED TO EXPLAIN WHY THEY ASKED FOR PICTURES AS WEIL AS TO EXPRESS
THEIR LEVEL OF AWARENESS OF THE COGNITIVE PROCESSES INVOLVED IN LEARNING
FROM PICTURES. TWO QUESTIONNAIRES WERE ADMINISTERED TO MEASURE THE
RIGHT/LEFT THINKING STYLES AND THE SPONTANEOUS TENDENCY TO USE MENTAL
IMAGES. RESULTS SHOWED THAT PARTICIPANTS, EVEN THOUGH WITHOUT FULL
AWARENESS, SELF-REGULATED THEIR COGNITIVE STRATEGIES ACCORDING TO
PRESENTATION COMPLEXITY. COGNITIVE STYLES PLAYED A MINOR ROLE IN
SELF-REGULATING LEARNING, BUT TENDED TO INFLUENCE THE METACOGNITIVE
AWARENESS OFTHE STRATEGIES APPLIED.
CHAPTER 5 RE-CONCEPTUALIZING CALIBRATION USING TRACE METHODOLOGY 71
RYLAN G. EGAN, SIMON FRASER UNIVERSITY, CANADA MINGMING ZHOU, SIMON
FRASER UNIVERSITY, CANADA
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THIS CHAPTER CHALLENGES THE TRADITIONAL DIFFERENTIATION BETWEEN
METACOGNITIVE MONITORING AND CONTROL
IN TEXT-BASED SELF-REGULATED LEARNING (SRL). BUILDING ON PIESHL (2009),
THE AUTHORS PRESENT A CASE FOR CONCEPTUALIZING AND MEASURING CALIBRATION
AS THE INTERACTION BETWEEN METACOGNITIVE MONITORING AND CONTROL UNDER
THE ASSUMPTION THAT LEARNERS ADJUST METACOGNITIVE JUDGMENTS AS THEY
MONITOR AND CONTROL THEIR LEARNING BOTH WITHIN AND BETWEEN TRIALS. TO
THIS END, THREE SEPARATE BUT RELATED MEASURES OF CALIBRA-
TION ARE DESCRIBED - ASSESSMENT, INTERNAL, AND STRATEGIE CALIBRATION -
TO ADDRESS QUESTIONS SUCH AS WHAT KIND OFTEST WILL BE GIVEN; HOW WILL
THE USER PERFORM ON SUCH A TEST; AND WHAT CAN HE/SHE DO TO IMPROVE
PERFORMANCE. EACH TYPE OF CALIBRATION IS MUTUALLY EXCLUSIVE; OVERALL
CALIBRATION ACCURACY, HOWEVER, RELIES ON THE HIERARCHICAL INTERPLAY
AMONG ALL THREE TYPES. FINALLY, EXAMPLES ARE PROVIDED OF HOW TRACE
DATA FOR EACH TYPE OF CALIBRATION MAY BE COLLECTED IN A
MULTIMEDIA-IEARNING ENVIRONMENT.
CHAPTER6 USING STUDENT ASSESSMENT CHOICE AND E-ASSESSMENT TO ACHIEVE
SELF-REGULATED LEARNING 89 CATH ELIIS, UNIVERSITY 0/ HUDDERSFIELD, UK
SUE FOLLEY, UNIVERSITY 0/ HUDDERSFIELD, UK
THIS CHAPTER EXPLORES HOW WE CAN HARNESS TECHNOLOGY TO FOSTER SELF
REGULATED LEARNING IN ASSESSMENT PRACTICES. INNOVATION IN ASSESSMENT
TRADITIONALLY LAGS BEHIND THAT IN OTHER AREAS OF TEACHING AND LEARNING.
IT IS IMPORTANT, HOWEVER, TO MAKE SURE THAT ASSESSMENT METHODS AND
PRACTICES ARE ALIGNED WITH THE LEARNING OBJECTIVES. FOR ASSESSMENT TO BE
A BENEFICIALLEARNING EXPERIENCE FOR STUDENTS IT IS IMPORTANT
THAT THEY ARE AFFORDED MORE AUTONOMY AND AGENCY OVER WHAT, WHEN AND HOW
THEY ARE ASSESSED. THIS CHAPTER REFLECTS ON THE PROBLEM THAT
ASSESSMENT AND FEEDBACK PRESENTS AND ON WHAT THE RESEARCH IS SHOWING
ACADEMICS NEED TO CONCENTRATE ON. SECONDLY IT CONSIDERS HOW EASSESSMENT
TOOLS CAN PROVIDE THE WAY FORWARD TO ACHIEVING THESE OBJECTIVES AND
HELPING STUDENTS TO DEVELOP MORE SELF-REGULATED
LEARNING STRATEGIES. FINALLY WE WILL EXPLORE HOW THE USE OFTHESE TOOLS
CAN ALLOW STUDENTS GREATER AUTONOMY OVER THE WHOLE ASSESSMENT PROCESS,
AND THE ESSENTIAL ROLE THAT TECHNOLOGY PLAYED IN ACHIEVING THIS.
CHAPTER7 THE ROLE OF SRL AND TELES IN DISTANCE EDUCATION: NARROWING THE
GAP 105
MAUREEN SNOW ANDRADE, UTAH VALLEY UNIVERSITY, USA ELLEN L. BUNKER,
BRIGHAM YOUNG UNIVERSITY HAWAII, USA
SELF-REGULATED LEARNING (SRL), DEFINED AS LEARNERS TAKING RESPONSIBILITY
FOR THEIR OWN LEARNING IS A CRITICAL COMPONENT FOR SUCCESS IN DISTANCE
EDUCATION. DISTANCE EDUCATION CONTEXTS, TYPICALLY TELES (TECHNOLOGY
ENHANCED LEARNING ENVIRONMENTS), ALSO HAVE THE POTENTIAL TO FOSTER SRL.
THIS CHAPTER FOCUSES ON THE IMPORTANCE OF SRL IN DISTANCE EDUCATION,
SPECIFICALLY IN HIGHER EDUCATION AND LIFELONG LEARNING CONTEXTS, AND HOW
SRL CAN MEDIATE THE GAP BETWEEN THE LEARNER AND INSTRUCTOR AND DECREASE
THE DISTANCE THAT MAY BE CREATED BY INFORMATION AND COMMUNICATION
TECHNOLOGY (LCT). THE CHAPTER REVIEWS
THE USE OF ICT IN DISTANCE EDUCATION, EXPLICATES KEY TERMS RELATED TO
SRL, PRESENTS A MODEL FOR COURSE DESIGN, AND ILLUSTRATES HOW BEHAVIOURS
OFKEY STAKEHOLDERS CAN SUPPORT DEVELOPMENT OFSRL.
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CHAPTER8
STRATEGIES TO PROMOTE SELF-REGULATED LEARNING IN ONLINE ENVIRONMENTS 122
BRUCE R. HARRIS, WESTERN ILLINOIS UNIVERSITY, USA REINHARD W: LINDNER,
WESTERN ILLINOIS UNIVERSITY. USA ANTHONY A. PIIIA, SULLIVAN UNIVERSITY
SYSTEM, USA
THE PRIMARY PURPOSE OFTHIS CHAPTER IS TO PRESENT TECHNIQUES AND
STRATEGIES THAT CAN BE INCORPORATED IN ONLINE COURSES TO PROMOTE
STUDENTS USE OF SELF-REGULATED LEARNING STRATEGIES. IN ADDITION, THE
AUTHORS DISCUSS WHY SELF-REGULATED LEARNING SKILLS ARE PARTICULARLY
CRITICAL IN ONLINE LEARNING ENVIRONMENTS, PRESENT A MODEL OF
SELF-REGULATED LEARNING, DISCUSS ISSUES RELATED TO MEASURING
SELF-REGULATED LEARNING, AD-
DRESS THE ISSUE OFWHETHER OR NOT SELF-REGULATED LEARNING CAN BE TAUGHT,
AND DISCUSS WHY ONLINE LEARNING ENVIRONMENTS ARE IDEAL TO SCAFFOLD
SELF-REGULATION. THE AUTHORS PRESENT SEVERAL STRATEGIES AND TECHNIQUES
THEY HAVE FOUND SUCCESSFUL FOR PROMOTING SELF-REGULATED LEARNING THAT
CAN BE READILY INCORPORATED AND IMPLEMENTED IN ONLINE COURSES. THE
CHAPTER CONCLUDES WITH A SCENARIO THAT REPRESENTS AN IDEALIZED
MODEL OF HOW TO PROMOTE SELF-REGULATED LEARNING IN AN ONLINE LEARNING
ENVIRONMENT BY EMPLOYING AN INTELLIGENT TUTORING COMPONENT AS A TOOL TO
SUPPORT STUDENTS USE AND DEVELOPMENT OF SELF-REGULATED LEARNING TACTICS
AND STRATEGIES.
CHAPTER9 INFLUENCE OFTASK NATURE ON LEARNER SELF-REGULATION IN ONLINE
ACTIVITIES 145
MANUELA DELFINO, INSTITUTE FOR EDUCATIONAL TECHNOLOGY (CNR). ITALY
GIULIANA DETTORI, INSTITUTE FOR EDUCATIONAL TECHNOLOGY (CNR), ITALY
DONATELLA PERSICO, INSTITUTE FOR EDUCATIONAL TECHNOLOGY (CNR), ITALY
THIS CHAPTER ANA1YSES SRL IN A VIRTUAL COMMUNITY INTERACTING THROUGH
ASYNCHRONOUS TEXTUAL COMMUNICATION, CONSISING OF THE TRAINEE TEACHERS OF
A POST-GRADUATE BLENDED COURSE IN EDUCATIONAL TECHNOLOGY.
THE STUDY AIMS TO COMPARE SRL PRACTICE IN DIFFERENT TYPES OF
COLLABORATIVE ACTIVITIES CARRIED OUT ONLINE.
THE INVESTIGATION METHOD IS BASED ON INTERACTION ANALYSIS, AN APPROACH
ALLOWING A SYSTEMATIC STUDY OF THE CONTENT OF THE MESSAGES EXCHANGED BY
THE COMMUNITY MEMBERS. THE OUTCOMES OF SUCH ANALYSIS CONSIST OF
QUANTITATIVE DATA ON SRL-RELATED EVENTS THAT TOOK PLACE DURING THE
LEARNING PROCESS, WHICH ALLOWS THE COMPARISON OF ACTIVITIES ACCORDING TO
THE DEGREE AND TYPE OF SELF-REGULATION DISPLAYED BY THE
LEARNERS. THE RESULTS OF THE STUDY SUGGEST THAT THE NATURE OF THE TASK
INFLUENCES THE WAY STUDENTS SELFREGULATE. THE DIFFERENCE, HOWEVER, DOES
NOT LIE IN THE TOTAL AMOUNT OF DETECTED SRL INDICATORS BUT IN THEIR
TYPE, THEREFORE SUGGESTING THAT DIFFERENT TYPES TASKS MIGHT INDUCE
DIFFERENT KINDS OF SRL ACTIONS.
CHAPTER 10 THEORETICAL AND PRACTICALLSSUES IN DESIGNING A BLENDED
E-LEARNING COURSE OF ENGLISH AS A FOREIGN LANGUAGE 162
RITA CALABRESE, UNIVERSITY OF SALERNO. ITALY FILOMENA FAIELLA.
UNIVERSITY OFSALERNO, ITALY
THE AIM OF THIS CHAPTER IS TO PROVIDE AN OUTLINE OF THE MAIN THEORETICAL
ISSUES IN THE FIELD OF SELF-REGULATED LEARNING WH ICH HAVE INSPIRED THE
DESIGN AND IMPLEMENTATION OF A BLENDED LEARNING COURSE OF ENGLISH AS A
FOREIGN LANGUAGE (EFL) AT THE UNIVERSITY OFSALERNO (LTALY).LN
PARTICULAR, THE FIRST PART OF
IMAGE 9
THE CHAPTER FOCUSES ON SOME KEY CONCEPTS CONCERNING MEANINGFULLEARNING,
SELF-REGULATED LEARNING, AS
WEIL AS E-LEARNING IN ACADEMIC SETTINGS, AS BASIC COMPONENTS TO ACHIEVE
COGNITIVE ACADEMIC LANGUAGE PROFICIENCY. THE SECOND PART OF THE CHAPTER
IS DEVOTED TO THE DESCRIPTION OF THE IMPLEMENTATION OF SUCH THEORETICAL
PRINCIPLES IN THE MENTIONED BLENDED COURSE.
CHAPTER 11 EVALUATING WEB CONTE NT FOR SELF-DIRECTED LANGUAGE LEARNING
179
YOKO HIRATA, HOKKAI-GAKUEN UNIVERSITY, JAPAN
RECENTLY, ICT HAVE BEGUN TO PLAY AN INCREASINGLY IMPORTANT ROLE IN
TEACHING AND LEARNING OF FOREIGN LANGUAGES IN JAPANESE TERTIARY
INSTITUTIONS. THIS TECHNOLOGY HELPS STUDENTS HAVE ACCESS TO VARIOUS
KINDS OF LANGUAGE LEARNING MATERIALS AND RESOURCES THROUGH THE WEBSITES
ANY TIME AND ANYWHERE. ONLINE OR WEB-BASED LANGUAGE COURSES PROVIDE
STUDENTS WITH THE VARIETY AND FLEXIBILITY TO WORK AT THEIR OWN LEVEL
AND PACE. HOWEVER, A MAJOR ISSUE IS THE FACT THAT TRADITIONALLY JAPANESE
STUDENTS ARE NOT CULTURALLY SELFDIRECTED OR AUTONOMOUS LANGUAGE
LEARNERS. THE PURPOSE OFTHIS STUDY WAS TO EXAMINE HOW JAPANESE STUDENTS
PERCEIVED TWO DIFFERENT APPROACHES OF SELFDIRECTED LANGUAGE LEARNING
BASED ON THE EVALUATION OF ENGLISH LANGUAGE WEBSITES. THE FINDINGS SHOW
THAT STUDENTS POSITIVELY PERCEIVED THE ACTIVITY AND WERE
ABLE TO REGULATE THEIR OWN LEARNING PROCESS.
CHAPTER 12 USING VIDEO AS A RETROSPECTIVE TOOL TO UNDERSTAND
SELF-REGULATED LEARNING IN MATHEMATICAL PROBLEM SOLVING 194
I-PEI TUNG, MCGILL UNIVERSITY, CANADA KEVIN CHIN, MCGILL UNIVERSITY,
CANADA
THIS CHAPTER PRESENTS AN APPROACH THAT COMBINES SRL WITH ACTIVITY
SYSTEMS THEORY (AST). SUCH COMBINATION IS EFFECTIVE DUE TO THE CENTRAL
ROLE THAT FEEDBACK PLAYS IN BOTH THEORIES. THE VIABILITY OFTHIS APPROACH
IS TESTED WITH DATA COLLECTED FROM CANADIAN SECONDARY SCHOOL STUDENTS
ENGAGED IN MATHEMATICAL PROBLEM SOLVING USING VIDEO AS A RETROSPECTIVE
FEEDBACK TOOL. THE ANALYSIS CARRIED OUT PROVIDES A RICHER
UNDERSTANDING OF HOW VIDEO CAN CONTRIBUTE TO LEARNING WITHIN
TECHNOLOGY-ENHANCED LEARNING ENVIRONMENTS. BASED ON THESE FINDINGS,
SUGGESTIONS FOR IMPLEMENTATION ARE PROVIDED FOR EDUCATORS WHO WOULD LIKE
TO EFFECTIVELY USE VIDEO IN C1ASSROOM SITUATIONS.
CHAPTER 13 ACTIVATING A SELF-REGULATED PROCESS: THE CASE OF AREMEDIAL
ACTIVITY WITHIN AN ICT ENVIRONMENT. 210
M ALESSANDRA MARIOTTI, UNIVERSITY 0/ SIENA, ITALY LAURA MAFFEI,
UNIVERSITY 0/ SIENA, ITALY
THIS CHAPTER IS BASED ON A RESEARCH STUDY WHICH AIMS AT INVESTIGATING
THE BENEFITS COMING FROM THE USE OF A COMPUTER ALGEBRA ENVIRONMENT,
APLUSIX, IN AREMEDIAL INTERVENTION IN ALGEBRA. AN INITIAL ELABORATION OF
A THEORETICAL REFERENCE FRAME FOR SELF-REGULATED LEARNING HELPS THE
AUTHORS TO REFORMULATE AND INVESTIGATE THE SPECIFIC PEDAGOGICAL PROBLEM
OF AREMEDIAL ACTIVITY IN ALGEBRA. THEN, THE DESIGN OF A TEACHING
INTERVENTION IS PRESENTED, THAT WAS CARRIED OUT IN THE FIRST YEAR OF AN
UPPER SECONDARY SCHOOL,
IMAGE 10
CENTRED AROUND THE USE OF APLUSIX. THE STUDY S RESULTS SHOW
CLEAR.EVIDENCE OFTHE EVOLUTION OFSTUDENTS
AWARENESS AND SELF-REGULATION OF THEIR LEARNING.
CHAPTER 14 ASSESSING SELF-REGULATION DEVELOPMENT THROUGH SHARING
FEEDBACK IN ONLINE MATHEMATICAL PROBLEM SOLVING DISCUSSION 232
BRACHA KRAMARSKI, BAR-ILAN UNIVERSITY, ISRAEL
THIS CHAPTER EXAMINES THE RELATIVE EFFICACIES OFTWO DIFFERENT
METACOGNITIVE TEACHING METHODS - PROBLEM SOLVING (M_PS) AND SHARING
KNOWLEDGE (M_SK). SEVENTY-TWO ISRAELI SIXTH-GRADE STUDENTS ENGAGED IN
ONLINE MATHEMATICAL PROBLEM SOLVING AND WERE EACH SUPPORTED USING ONE
OFTHE TWO AFOREMENTIONED METHODS. M_PS STUDENTS USED A PROBLEM-SOLVING
AND FEEDBACK PROCESS BASED ON THE IMPROVE MODEL.
IN CONTRAST, M_SK PARTICIPANTS WERE INSTRUCTED TO REFLECT AND PROVIDE
FEEDBACK ON THE SOLUTION WITHOUT AN EXPLICIT MODEL. THIS STUDY EVALUATED
EACH METHOD S IMPACT ON THE STUDENTS MATHEMATICAL ONLINE PROBLEM
SOLVING. IT ALSO EXAMINED SELF-REGULATED LEARNING (SRL) PROCESSES BY
ASSESSING STUDENTS ONLINE FEEDBACK USING A RUBRIC SCHEME. FINDINGS
INDICATED THAT M_PS STUDENTS OUTPERFORMED THE M_SK
STUDENTS IN ALGEBRAIC KNOWLEDGE AND MATHEMATICAL REASONING, AS WEIL AS
ON VARIOUS MEASURES OF SHARING COGNITIVE AND METACOGNITIVE FEEDBACK. THE
M_SK STUDENTS OUTPERFORMED THE M_PS STUDENTS ON MEASURES OF SHARING
MOTIVATIONAL AND SOCIAL FEEDBACK.
CHAPTER 15 THE ROLE OF SELF-REGULATED LEARNING IN ENHANCING CONCEPTUAL
UNDERSTANDING OF RATE OF CHEM ICAL REACTIONS 248
EUNICE EYITAYO OLAKANMI, THE OPEN UNIVERSITY, UK CANAN BLAKE, THE OPEN
UNIVERSITY, UK EILEEN SCANLON, THE OPEN UNIVERSITY, UK
THIS CHAPTER INVESTIGATES THE EFFECTS OF SELF-REGULATED LEARNING (SRL)
PROMPTS ON THE ACADEMIC PERFORMANCE OF30 YEAR 9 UK STUDENTS (12-13 YEAR
OLDS) LEARNING SCIENCE IN A COMPUTER-BASED SIMULATION ENVIRONMENT BY
RANDOMLY ASSIGNING PARTICIPANTS TO EITHER A SRL PROMPTED OR NON-SRL
PROMPTED GROUP.
MIXED METHODS APPROACHES WERE ADOPTED FOR DATA COLLECTION AND ANALYSIS.
THE INCORPORATION OF SRL PROMPTED INSTRUCTIONS INTO A COMPUTER-BASED
SIMULATION ENVIRONMENT THAT TEACHES THE RATES OF CHEMICAL REACTIONS
FACILITATED THE SHIFT IN LEARNERS ACADEMIC PERFORMANCE MORE THAN THE
NON-SRL-PROMPTED CONDITION DID. THIS STUDY IS A STARTING POINT IN
UNDERSTANDING THE IMPACT OFTHE APPLICATION OFSRL-PROMPTED
INSTRUCTIONS TO THE TEACHING OFTOPICS IN A COMPUTER-BASED LEARNING
ENVIRONMENT WITH A VIEW TO IMPROVING STUDENTS ACADEMIC ATTAINMENT.
CHAPTER 16 ENRICHING QUALITY OF SELF-REGULATED LEARNING THROUGH
TECHNOLOGY-ENHANCED LEARNING ENVIRONMENTS: A MALAYSIAN CASE STUDY 268
VIGHNARAJAH, UNIVERSITI PUTRA MALAYSIA, MALAYSIA SU LUAN WONG,
UNIVERSITI PUTRA MALAYSIA, MALAYSIA KAMARIAH ABU BAKAR, UNIVERSITI PUTRA
MALAYSIA, MALAYSIA
IMAGE 11
THIS CHAPTER AIMS TO PROVIDE EMPIRICAL EVIDENCE OF THE EFFECTIVENESS OF
THE IELC DISCUSSION PLATFORM
IN ENHANCING PRACTICE OF SELF-REGULATION AMONG MALAYSIAN SECONDARY
SCHOOL STUDENTS. THIS INVOLVED PARTICIPATION OF 102 PHYSICS STUDENTS
FROM FOUR REGULAR NATIONAL SECONDARY SCHOOLS. PRACTICE OF SELFREGULATION
WAS MEASURED USING THE MOTIVATED STRATEGIES FOR LEARNING QUESTIONNAIRE
(MSLQ) AND WAS ANALYZED USING THE TWO-WAY BETWEEN-GROUPS ANALYSIS OF
VARIANCE (ANOVA) ON A .05 LEVEL OF SIGNIFI-
CANCE. FINDINGS SUGGEST THAT ENGAGEMENT IN THIS TECHNOLOGY-ENHANCED
LEARNING ENVIRONMENT SUPPORTS SELF-REGULATION IN THE LEARNING PROCESS.
CBAPTER 17 MARK-UP: PROMOTING SELF-MONITORING OF READING COMPREHENSION
THROUGH ONLINE ENVIRONMENT. 278
MARK MEMAHON, EDITH COWAN UNIVERSITY, AUSTRALIA
THE CAPACITY TO READ CRITICALLY AND APPLY READING CONCEPTS TO SOLVE
PROBLEMS AND DEVELOP HIGHER ORDER CONCEPTUAL UNDERSTANDINGS REQUIRES A
HIGH LEVEL OF COGNITIVE SELF-REGULATION THAT UNIVERSITY STUDENTS DO NOT
ALWAYS HAVE. THIS CHAPTER DESCRIBES THE DEVELOPMENT OF AND RESEARCH INTO
AN ENVIRONMENT, MARKUP, DESIGNED TO PROMOTE THE SELF-MONITORING INHERENT
IN REGULATING READING COMPREHENSION. THE ENVI-
RONMENT CONSISTS OF A RANGE OFTOOLS TO ASSIST LEARNERS IN MONITORING
THEIR COMPREHENSION. IT WAS APPLIED TO A CLASS OF UNDERGRADUATE STUDENTS
IN INTERFACE AND INFORMATION DESIGN AT AN AUSTRALIAN UNIVERSITY.
THE STUDY FOUND THAT, CONCERNING STUDENTS WITH WEAK ACADEMIC SKILLS,
MARK-UP PROVIDED SOME SUPPORT FOR THEIR LEARNING, BUT FOR STRONGER
STUDENTS IT REPLICATED COGNITIVE STRATEGIES THAT THEY HAD ALREADY
DEVELOPED. THE PRODUCT WAS MOST EFFECTIVE FOR THOSE STUDENTS WITH
MODERATE EXISTING ACADEMIC SKILLS AS IT HELPED THEM DEVELOP THEIR OWN
COGNITIVE REGULATORY READING STRATEGIES.
CBAPTER 18 SELF-REGULATION OF LEARNING SUPPORTED BY WEB 2.0 TOOLS: AN
EXAMPLE OF RAISING COMPETENCE ON CREATIVITY AND INNOVATION 295
MARIA LUISA SANZ DE AEEDO LIZARRAGA, PUBLIE UNIVERSITY 0/ NAVARRE, SPAIN
OSEAR ARDAIZ VILLANUEVA, PUBLIE UNIVERSITY 0/ NAVARRE, SPAIN MARIA
TERESA SANZ DE AEEDO BAQUEDANO, PUBLIE UNIVERSITY 0/ NAVARRE, SPAIN
OUR MAIN PURPOSE IN THIS CHAPTER IS TO EXAMINE THE POSSIBILITY OF
STIMULATING SELF-REGULATION OF LEARNING (SRL) BY MEANS OF INFORMATION
AND COMMUNICATION TECHNOLOGIES (LCT), MORE SPECIFICALLY, WEB 2.0
TECHNOLOGIES. WEB 2.0 IS COMMONLY ASSOCIATED WITH APPLICATIONS THAT
FACILITATE INTERACTIVE INFORMATION SHARING AND COLLABORATION ON THE
WORLD WIDE WEB. TO THAT END, THE AUTHORS FIRST PRESENT A THEORETICAL
DESCRIPTION OFTHE TOPICS THAT ARE RELEVANT TO THIS CHAPTER: SRL AND ICT.
SECOND, THEY COMPARE SRL AND ICT CHARACTERIZING FEATURES, ESTABLISHING
FUNCTIONAL RELATION BETWEEN BOTH SETS OFVARIABLES. THIRD, THEY DEFINE
THE WEB 2.0 AND TWO TOOLS, WIKIDEAS, AND CREATIVITY CONNECTOR, WHICH
WERE DESIGNED BY US ACCORDING TO WEB 2.0 TECHNOLOGY. FOURTH, THE AUTHORS
BRIEFLY REPORT A PILOT INTERVENTION THEY CARRIED OUT
IN ORDER TO SUPPORT SRL, USING THESE TWO APPLICATIONS TO PERFORM SOME
TASKS THAT REQUIRED COMPETENCE IN CREATIVITY AND INNOVATION . LASTLY,
AFTER SUMMARIZING THESE IDEAS, THE AUTHORS SUGGEST FURTHER STUDY TOPICS
THAT MAY PROMOTE INTERESTING LINES OFRESEARCH.
IMAGE 12
CHAPTER 19
EXPLORING THE EFFECTS OF AN OPTIONAL LEARNING PLAN TOOL IN
TECHNOLOGY-ENHANCED LEARNING 315 ANTJE PROSKE, TU DRESDEN, GERMANY
SUSANNE NARCISS, TU DRESDEN, GERMANY HERMANN KRNDLE, TU DRESDEN,
GERMANY
SELF-REGULATED LEARNERS DEAL WITH A COMPLEX INTERPLAY OF FORETHOUGHT,
PERFORMANCE, AND SELF-REFLECTION PROCESSES. THIS MIGHT BE A REASON WHY
MANY STUDENTS STRUGGLE WITH REGULATING THEIR LEARNING IN A
TECHNOLOGY-ENHANCED LEARNING ENVIRONMENT (TELE). ALTHOUGH TELES PROVIDE
VARIOUS TOOLS SUPPORTING SELF-REGULATION, RESEARCH INDICATES THAT
LEARNERS SELDOM USE THE TOOLS MEANINGFULLY. THIS CONTRIBUTION
INVESTIGATES WHETHER THE PROVISION OF AN OPTIONAL METACOGNITIVE TOOL (A
TAILORED LEARNING PLAN) AFFECTS TOOL USE, LEARNING ACTIVITIES, AND
POSTTEST PERFORMANCE IN THE TELE STUDIERPLATZ . TO THIS END, STUDENTS
WERE INSTRUCTED TO USE A LEARNING PLAN IN ORDER TO REACH A PREDETERMINED
LEARNING GOAL. RESULTS SHOW THAT ONLY 20% OFTHE STUDENTS USED THE TOOL.
FURTHERMORE, NO SIGNIFICANT EFFECTS ON POSTTEST PERFORMANCE
WERE FOUND. HOWEVER, LEARNING PLAN TOOL USE POSITIVELY AFFECTED ACTIVELY
WORKING ON LEARNING GOAL RELEVANT SECTIONS. THESE RESULTS ARE DISCUSSED
WITH RESPECT TO CURRENT RESEARCH ON TOOL USE IN SELF-REGULATED LEARNING
WITH TELES.
CHAPTER20 REFERENCE COURSE MODEL: SUPPORTING SELF-REGULATED LEARNING BY
CULTIVATING A UNIVERSITY-WIDE MEDIA CULTURE ; 334
PER BERGAMIN, SWISS DISTANCE UNIVERSITY 0/ APPLIED SCIENCES, SWITZERLAND
MARCO BETTONI, SWISS DISTANCE UNIVERSITY 0/ APPLIED SCIENCES,
SWITZERLAND SIMONE ZISKA, SWISS DISTANCE UNIVERSITY 0/ APPLIED SCIENCES,
SWITZERLAND CINDY EGGS, SWISS DISTANCE UNIVERSITY 0/ APPLIED SCIENCES,
SWITZERLAND
THIS CHAPTER LOOKS AT THE RELATION BETWEEN SELF-REGULATED LEARNING (SRL)
AND TECHNOLOGY-ENHANCED LEARNING ENVIRONMENTS (TELE) FROM THE POINT
OFVIEW OFA LEARNING ORGANIZATION. THE GOAL IS TO CLARI1)T HOW TO EMBED
TELE-TECHNOLOGIES IN EDUCATIONAL INSTITUTIONS IN A COLLABORATIVE WAY
THAT SUSTAINS AND CONTINUOUSLY IMPROVES THE QUALITY OF TEACHING AND
LEARNING AT A UNIVERSITY. THE SOLUTION PROPOSED IS
FOCUSED AROUND THE CONCEPT OF UNIVERSITY-WIDE MEDIA CULTURE , A
CORPORATE CULTURE FOR NEW MEDIA THAT THE AUTHORS TRY TO DEVELOP BY MEANS
OF A COLLABORATIVE REFERENCE COURSE MODEL . THE CHAPTER SUMMARIZES
RELEVANT ASPECTS OF SRL REFERENCE THEORY, AS WEIL AS THE CONCEPTS OF
MEDIA CULTURE, MEDIA IITERACY
AND THEIR RELATION TO TELE AND SRL; ON THIS BASIS, THE IDEA OF REFERENCE
COURSE MODEL IS PRESENTED, EXPLAINING ITS THEORETICAL FOUNDATION AND
CONCEPTUAL FEATURES AND REFLECT ON ITS IMPLEMENTATION.
CHAPTER 21 FOSTERING SELF- REGULATED LEARNING IN E- HEALTH 352
SISIRA EDIRIPPULIGE, UNIVERSITY 0/ QUEENSLAMI, AUSTRALIA ROHANA B.
MARASINGHE, SRI JAYEWARDENEPURA UNIVERSITY, SRI LANKA
THE USE OF ICT IN HEALTHCARE DELIVERY IS WIDELY KNOWN AS E-HEALTH.
COMPARED TO OTHER FIELDS, ITS DEVELOPMENT HAS BEEN SLOW. AMONG OTHER
FACTORS, THE LACK OF SYSTEMATIC EDUCATION HAS BEEN IDENTIFIED AS A
SIGNIFICANT BARRIER. WHILE DESIGNING E-HEALTH CURRICULUM, THERE ARE A
NUMBER OFFACTORS TO BE CONSIDERED.
IMAGE 13
DUE TO THE SPECIFIC NATURE OF THE SUBJECT MATTER AND THE LEAMERS, THE
TRADITIONAL TEACHING METHODS AND
PEDAGOGICAL CONSTRUCTS MAY NOT BE SUITABLE. BASED ON A BLENDED LEAMING
MODEL, E-HEALTH TEACHING AT THE CENTRE FOR ONLINE HEALTH UNIVERSITY OF
QUEENSLAND, AUSTRALIA HAS SHOWN ITS CAPACITY TO PROVIDE A UNIQUE LEAMING
EXPERIENCE TO STUDENTS. WHILE DESIGNING E-HEALTH CURRICULUM, A
PARTICULAR ATTENTION HAS BEEN PAID TO ASPECTS SUCH AS FLEXIBILITY OF
LEAMING PROCESSES, STUDENTS CONTROL IN LEAMING, SELF OBSERVA-
TION AND SELF EVALUATION. THESE ARE, IN FACT, CORE PRINCIPLES OF SELF
REGULATED LEARNING (SRL) THAT HAVE BEEN INCORPORATED IN THE TEACHING AND
LEAMING PROCESS OF E-HEALTH. THIS CHAPTER EXAMINES IN DETAILS THE
ELEMENTS OF SRL EMBEDDED IN E-HEALTH TEACHING AND THE ROLE OF SRL IN
MAXIMIZING THE LEAMING OUTCOMES.
CHAPTER22 INFORMAL SELF-REGULATED LEAMING IN CORPORATE ORGANIZATIONS 364
WIM VEEN, DELFT UNIVERSITY OFTEEHNOLOGY, THE NETHERLANDS JAN-PAUL VAN
STAALDUINEN, DELFT UNIVERSITY OFTEEHNOLOGY, THE NETHERLANDS THIEME
HENNIS, DELFT UNIVERSITY OFTEEHNOLOGY, THE NETHERLANDS
SHARING KNOWLEDGE IS ONE OF THE MOST CHALLENGING TASKS MODERN COMPANIES
HAVE TO DEAL WITH. A VAST AMOUNT OF KNOWLEDGE EXISTS WITHIN
ORGANIZATIONS; HOWEVER IT IS OFTEN DIFFICULT TO FIND AND TO JUDGE ITS
VALUE. AS A CONSEQUENCE, LEAMING AND KNOWLEDGE BUILDING SEEM TO BE A
LONELY ACTIVITY, SEPARATED FROM EVERYDAY WORK. TRANSFER OFKNOWLEDGE
ACQUIRED IN FORMAL COURSES HAS LITTLE IMPACT AND EFFECT ON DAY-TODAY
WORK. KNOWLEDGE MANAGEMENT SYSTEMS HAVE ALSO PROVEN TO BE INEFFECTIVE AS
THEY FAIL IN PRESENTING THE KNOWLEDGE EMPLOYEES ARE LOOKING FOR. SO HOW
CAN WE IMPROVE LEAMING IN ORGANIZATIONS USING ICT?
TO FIND AN ANSWER TO THIS QUESTION WE MIGHT LEAM FROM THE GENERATION
THAT HAS GROWN UP WITH MODERN COMMUNICATION TECHNOLOGIES. THIS HOMO
ZAPPIENS SHOWS US THAT WE CAN INCREASINGLY RELY ON TECHNOLOGY TO CONNECT
AND GET ORGANIZED AS A GROUP. IN A NETWORKED SOCIETY, INNOVATION AND
KNOWLEDGE RESIDE IN A NETWORK, RATHER THAN IN EACH SEPARATE INDIVIDUAL.
THIS CHAPTER DESCRIBES SELF-REGULATED LEAMING
WITHIN A NETWORK (NETWORKED LEAMING) AND PRESENTS A MODEL FOR IT.
CHAPTER23 FACE-TO-FACE AND WEB-FORUM INTERVENTIONS PROMOTING SRL SKILLS
AT UNIVERSITY 380 BARBARA DE MAREO, UNIVERSITY OF MILAN BIEOEEA, ITALY
NIEOLETTA BUSINARO, UNIVERSITY OF MILAN BIEOEEA, ITALY
ELEONORA FARINA, UNIVERSITY OF MILAN BIEOEEA, ITALY, OTTAVIA ALBANESE,
UNIVERSITY OF MILAN BIEOEEA, ITALY
BASED ON RECENT FINDINGS ABOUT SRL, THIS CHAPTER OUTLINES THREE
EDUCATIONAL INTERVENTIONS AIMED AT FOSTERING STUDENTS LEAMING
COMPETENCE. ITS PARTICULAR FOCUS IS ON THE INTERACTION BETWEEN
COLLABORATIVE LEAMING IN TECHNOLOGY ENHANCED LEAMING CONTEXTS AND THE
DEVELOPMENT OF SRL COMPETENCIES. TWO INTERVENTIONS ARE DESCRIBED,
INVOLVING COLLABORATIVE ACTIVITIES CONDUCTED FACE-TO-FACE AND IN
WEB-BASED
LEAMING ENVIRONMENTS, AIMED AT PROMOTING THE SRL SKILLS OF FIRST YEAR
UNIVERSITY STUDENTS. BASED ON THE OUTCOMES OF THESE TWO PROJECTS, A
FURTHER PROJECT FOR DIFFERENT DEPARTMENTS WAS UNDERTAKEN. THIS LAST
INTERVENTION WAS DESIGNED TO FACILITATE COLLABORATIVE REFLECTION ON THE
COMPONENTS AND PROCESSES OF SRL THROUGH E-TIVITIES AND DISCUSSION
FORUMS. THIS STUDY SUGGESTS THAT COLLABORATION IN ANALYZING AND
IMAGE 14
WORKING ON THE DIFFERENT COMPETENCIES INVOLVED IN SELF-REGULATED
LEARNING IS AN EXECELLENT MEANS FOR
ENHANCING THE SELF-REGULATION COMPETENCY OFUNIVERSITY STUDENTS.
CHAPTER24 SRL/SOL AND TECHNOLOGY-ENHANCED LEARNING: LINKING LEARNER
CONTROL WITH TECHNOLOGY 396 JANE PILLING-CORMICK, HAMILTON-WENTWORTH
DISTRIET SCHOOL BOARD, CANADA
WHEN EXPLORING THE CENTRAL ROLE THAT CONTROL PLAYS IN IMPLEMENTING
TECHNOLOGY-ENHANCED LEARNING INITIATIVES, IT IS ESSENTIAL TO TAKE INTO
CONSIDERATION SELF-REGULATED LEARNING (SRL) AND SELF-DIRECTED LEARNING
(SOL). PILLING-CORMICK & GARRISON S (2007) WORK PROVIDED A RESEARCH
FRAMEWORK WHICH INCLUDES A COMPREHENSIVE OVERVIEW OFHOW SRL AND SOL ARE
INTEGRALLY RELATED. IN THIS CHAPTER, THE CONNECTION
IS TAKEN ONE STEP FURTHER BY USING THE FRAMEWORK TO EXPLORE SRL/SOL
TECHNOLOGY-ENHANCED LEARNING.
IMPLICATIONS FOR PRACTICE ARE DERIVED FROM THREE EXPLORATORY STUDIES
USING TECHNOLOGY-ENHANCED LEARNING (HANDHELD, WEB-BASED, AND ONLINE)
WITH A FOCUS ON LEARNER CONTRO . SOLUTIONS AND RECOMMENDATIONS ARISE,
INCLUDING CONSIDERATIONS FOR DESIGNING ICT-BASED INSTRUCTION WITH A
FOCUS ON LEARNER CONTRO .
COMPILATION OF REFERENCES 413
ABOUT THE CONTRIBUTORS 455
INDEX 467
|
| any_adam_object | 1 |
| building | Verbundindex |
| bvnumber | BV036781026 |
| callnumber-first | L - Education |
| callnumber-label | LB1028 |
| callnumber-raw | LB1028.3 |
| callnumber-search | LB1028.3 |
| callnumber-sort | LB 41028.3 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | CP 5200 DP 2600 |
| ctrlnum | (OCoLC)705974960 (DE-599)BVBBV036781026 |
| dewey-full | 371.33 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.33 |
| dewey-search | 371.33 |
| dewey-sort | 3371.33 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik Psychologie |
| format | Book |
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| genre_facet | Aufsatzsammlung |
| id | DE-604.BV036781026 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:47:57Z |
| institution | BVB |
| isbn | 9781616929015 |
| language | English |
| lccn | 2010016309 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-020697671 |
| oclc_num | 705974960 |
| open_access_boolean | |
| owner | DE-29 DE-20 |
| owner_facet | DE-29 DE-20 |
| physical | XXVI, 472 S. Ill., graph. Darst. |
| publishDate | 2011 |
| publishDateSearch | 2011 |
| publishDateSort | 2011 |
| publisher | Information Science Reference |
| record_format | marc |
| series2 | Premier reference source |
| spelling | Fostering self-regulated learning through ICT Giulana Dettori ; Donatella Persico [ed.] Hershey, PA [u.a.] Information Science Reference 2011 XXVI, 472 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Premier reference source "This book 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"--Provided by publisher. Includes bibliographical references and index Educational technology Mobile communication systems in education Instructional systems Design Internet (DE-588)4308416-3 gnd rswk-swf Selbstgesteuertes Lernen (DE-588)4180834-4 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Internet (DE-588)4308416-3 s Selbstgesteuertes Lernen (DE-588)4180834-4 s DE-604 Dettori, Giuliana Sonstige oth Erscheint auch als Online-Ausgabe 978-1-61692-903-9 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020697671&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Fostering self-regulated learning through ICT Educational technology Mobile communication systems in education Instructional systems Design Internet (DE-588)4308416-3 gnd Selbstgesteuertes Lernen (DE-588)4180834-4 gnd |
| subject_GND | (DE-588)4308416-3 (DE-588)4180834-4 (DE-588)4143413-4 |
| title | Fostering self-regulated learning through ICT |
| title_auth | Fostering self-regulated learning through ICT |
| title_exact_search | Fostering self-regulated learning through ICT |
| title_full | Fostering self-regulated learning through ICT Giulana Dettori ; Donatella Persico [ed.] |
| title_fullStr | Fostering self-regulated learning through ICT Giulana Dettori ; Donatella Persico [ed.] |
| title_full_unstemmed | Fostering self-regulated learning through ICT Giulana Dettori ; Donatella Persico [ed.] |
| title_short | Fostering self-regulated learning through ICT |
| title_sort | fostering self regulated learning through ict |
| topic | Educational technology Mobile communication systems in education Instructional systems Design Internet (DE-588)4308416-3 gnd Selbstgesteuertes Lernen (DE-588)4180834-4 gnd |
| topic_facet | Educational technology Mobile communication systems in education Instructional systems Design Internet Selbstgesteuertes Lernen Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020697671&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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