Education and ICT-based self-regulation in learning: Theory, design and implementation

A.J. Mooij

    Research output: Contribution to journalArticleAcademicpeer-review


    Pupils attaining relatively low or high standards compared with most other pupils may come to experience motivation and achievement problems leading to final dropout from education. To overcome these problems, a systemic educational approach is presented. Cognitive, social, motivational and self-regulative aspects of learning tasks and learning processes are related to instructional and wider educational contexts. The result is a ‘contextual learning theory’ which specifies three sets of educational conditions to improve learning: (1) differentiation of learning materials and procedures; (2) integration and support by Information and Communication Technology; and (3) strategies to improve development and learning. Information is provided about characteristics and development of pedagogical-didactic and software prototypes. The prototypes are tried out in practice in Dutch pre-school and primary and secondary education. First implementation results are discussed.
    Original languageEnglish
    Article number20080214
    Pages (from-to)3-27
    Number of pages25
    JournalEducation and Information Technologies
    Issue number1
    Early online date6 Aug 2008
    Publication statusPublished - 19 Oct 2009


    • Education system
    • Self-regulation in learning
    • ICT-based learning
    • Improvement strategies in learning
    • Implementation in education


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