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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/6035
Title: Self-regulated and technology-enhanced learning: a European perspective
Authors: Mooij, Ton
Steffens, Karl
Andrade, Maureen Snow
Keywords: Self-regulated learning
Technology-enhanced learning
Educational innovation
Modelling education support
European perspective
Optimal education
Issue Date: 1-Jun-2015
Citation: Mooij, T., Steffens, K., & Andrade, M. S. (2014). Self-regulated and technology-enhanced learning: a European perspective. European Educational Research Journal, 13(5), 519-528.
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.
URI: http://hdl.handle.net/1820/6035
Appears in Collections:1. FEEEL Publications, books and conference papers

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