PUMA
Istituto per le Tecnologie Didattiche     
Dettori G., Persico D. How can technology enhanced learning environments support self regulated learning?. In: CEP USM-Higher Education: Trends for modernisation (Chisinau, Moldova, 27-28 September 2006). Proceedings, pp. 1 - 10. Editura Universitäƒåƒii de Stat din Moldova, 2006.
 
 
Abstract
(English)
Self-Regulated Learning (SRL) has been defined as an individual's active and conscious control of his / her own learning process from the meta-cognitive, motivational, emotional and behavioural point of view. Learners are considered self-regulated when they are able to apply strategies and previous knowledge to the solution of problems, to interpret results and to monitor their own achievements . Not only does lack of self-regulation hinder academic success but also seems to lead to behaviour problems and difficulties in social relations. Hence, it is not surprising that self-regulation is increasingly mentioned as a crucial element to be considered while designing educational paths. Self-regulated learning is also fundamental for dealing effectively with professional development and life-long learning, activities which appear of paramount importance due to the fast evolution of the current social, cultural and technological context. In this context, it comes to no surprise that also research in educational technology addresses the problem of how to support the practice and development of SRL. This presentation concerns the approach adopted within the European project TELEPEERS , which analyzed what features of Technology Enhanced Learning Environments (TELEs) can result favorable under this respect, with the aim to investigate the possible synergy between technology and SRL.
Subject ICT
Learning environments
Self-regulated learning


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