Measuring and Profiling Self-Regulated Learning in the Online Environment

2010 ◽  
pp. 27-38 ◽  
Author(s):  
Lucy Barnard-Brak ◽  
William Y. Lan ◽  
Valerie Osland Paton
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Learning Environments ◽  
Social Cognitive ◽  
Future Research ◽  
Technology Enhanced Learning ◽  
Cognitive Perspective ◽  
Self Regulated Learning ◽  
Enhanced Learning

While the presence of technology-enhanced learning environments (TELEs) will only increase in higher education, this book chapter examines current literature concerning the measurement of online SRL behaviors and the application of this online SRL measurement with regard to profiling SRL behaviors in TELEs. The methodologies and issues associated with the measurement of SRL behaviors in TELEs is discussed in view of extant research. The organization of SRL behaviors into five, distinct profiles is then discussed in view of a social cognitive perspective concerning the development of SRL (e.g. Zimmerman & Schunk, 2001). The book chapter concludes with recommendations for future research concerning the presence of SRL profiles and their relationship to other metacognitive factors and academic achievement.

The role of professional objects in technology-enhanced learning environments in higher education

2012 ◽  
Vol 20 (2) ◽  
pp. 119-140 ◽  
Author(s):  
Ilya Zitter ◽  
Elly de Bruijn ◽  
Robert-Jan Simons ◽  
Olle ten Cate
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Technology Enhanced Learning ◽  
Enhanced Learning

Enriching Quality of Self-Regulated Learning through Technology-Enhanced Learning Environments

2010 ◽  
pp. 268-277
Author(s):  
Vighnarajah N/A ◽  
Su Luan Wong ◽  
Kamariah Abu Bakar
Keyword(s):  
Learning Environments ◽  
Learning Process ◽  
Self Regulation ◽  
Technology Enhanced Learning ◽  
School Students ◽  
Physics Students ◽  
Self Regulated Learning ◽  
Level Of Significance ◽  
Enhanced Learning

Current development in the Malaysian educational policies observed heightened interest in the integration of self-regulation of the learning process through engagement in technology-enhanced learning environments. This study attempts to provide empirical evidence to the effectiveness of the iELC discussion platform in enhancing practice of self-regulation among Malaysian secondary school students. This involved participation of 102 Physics students from four regular national secondary schools. Practice of self-regulation was measured using the Motivated Strategies for Learning Questionnaire (MSLQ) and was analyzed using the two-way between-groups analysis of variance (ANOVA) on a .05 level of significance. Findings provided evident arguments that engagement in this technology-enhanced learning environment warrants for self-regulation in the learning process.

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