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.
Author(s): Giulana Dettori, Donatella Persico
Series: Premier Reference Source
Edition: 1
Publisher: Information Science Publishing
Year: 2010
Language: English
Pages: 499
Title
......Page 2
List of Reviewers......Page 4
Table of Contents......Page 6
Detailed Table of Contents......Page 10
Preface......Page 20
Acknowledgment......Page 27
Self-Regulated Learning and Technology-Enhanced Learning Environments: An Opportunity-Propensity Analysis......Page 28
Measuring and Profiling Self-Regulated Learning in the Online Environment......Page 54
Design of the SEAI Self-Regulation Assessment for Young Children and Ethical Considerations of Psychological Testing......Page 66
Self-Regulated Strategies and Cognitive Styles in Multimedia Learning......Page 81
Re-Conceptualizing Calibration Using Trace Methodology......Page 98
Using Student Assessment Choice and eAssessment to Achieve Self-Regulated Learning......Page 116
The Role of SRL and TELEs in Distance Education: Narrowing the Gap......Page 132
Strategies to Promote Self-Regulated Learning in Online Environments......Page 149
Influence of Task Nature on Learner Self-Regulation in Online Activities......Page 172
Theoretical and Practical Issues in Designing a Blended e-Learning Course of English as a Foreign Language......Page 189
Evaluating Web Content for Self-Directed Language Learning......Page 206
Using Video as a Retrospective Tool to Understand Self-Regulated Learning in Mathematical Problem Solving......Page 221
Activating a Self-Regulated Process: The Case of a Remedial Activity within an ICT Environment......Page 237
Assessing Self-Regulation Development through Sharing Feedback in Online Mathematical Problem Solving Discussion......Page 259
The Role of Self-Regulated Learning in Enhancing Conceptual Understanding of Rate of Chemical Reactions......Page 275
Enriching Quality of Self-Regulated Learning through Technology-Enhanced Learning Environments: A Malaysian Case Study......Page 295
Mark-UP: Promoting Self-Monitoring of Reading Comprehension through Online Environment......Page 305
Self-Regulation of Learning Supported by Web 2.0 Tools: An Example of Raising Competence on Creativity and Innovation......Page 322
Exploring the Effects of an Optional Learning Plan Tool in Technology-Enhanced Learning......Page 342
Reference Course Model: Supporting Self-Regulated Learning by Cultivating a University-Wide Media Culture......Page 361
Fostering Self-Regulated Learning in e-Health......Page 379
Informal Self-Regulated Learning in Corporate Organizations......Page 391
Face-to-Face and Web-Forum Interventions Promoting SRL Skills at University......Page 407
SRL/SDL and Technology-Enhanced Learning: Linking Learner Control with Technology......Page 423
Compilation of References......Page 440
About the Contributors......Page 482
Index......Page 494
