Self-regulated and Technology-enhanced learning: a European perspective

Ton Mooij, Karl Steffens, Maureen Snow Andrade

    Research output: Contribution to journalArticleAcademicpeer-review

    Abstract

    Self-regulation of learning, learning to learn, and their potential stimulation by specific Information and Communication Technologies (ICTs), are main topics in European policy. This issue of the ‘European Educational Research Journal’ (EERJ) focuses on research to develop, integrate, and evaluate self-regulation of learning and the potential and actual uses of ICTs in educational practice. In this paper, we introduce five articles on self-regulated and technology-enhanced learning representing development and research conducted in preschools, primary and secondary schools, and universities of various countries. This research was presented at two symposia of the ‘European Conference on Educational Research’ (ECER) in Cádiz (2012). The symposia were part of the ECER network 16 ‘ICT in education and training’. The research exemplifies three different models of ICT-based learning, ranging from ‘traditional’ via ‘more flexible’ to ‘optimal’ learning. We discuss the main characteristics and outcomes of the five articles. We conclude with theoretical and methodological aspects that may promote further development and research of self-regulated and technology-enhanced learning in a European perspective.
    Original languageEnglish
    Pages (from-to)519-528
    Number of pages10
    JournalEuropean Educational Research Journal
    Volume13
    Issue number5
    Early online date1 Jan 2014
    DOIs
    Publication statusPublished - 1 Oct 2014

    Keywords

    • Self-regulated learning
    • Technology-enhanced learning
    • Educational innovation
    • Modelling education support
    • European perspective
    • Optimal education

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