The Role of SRL and TELEs in Distance Education

2010 ◽  
pp. 105-121 ◽  
Author(s):  
Maureen Snow Andrade ◽  
Ellen L. Bunker
Keyword(s):  
Distance Education ◽  
Course Design ◽  
Technology Enhanced Learning ◽  
Self Regulated Learning ◽  
Learning Contexts ◽  
Key Stakeholders ◽  
Information And Communication ◽  
Key Terms ◽  
Enhanced Learning

Self-regulated learning (SRL), defined as learners taking responsibility for their own learning (Dembo & Eaton, 2000), is a critical component for success in distance education. Distance education contexts, typically TELEs (Technology Enhanced Learning Environments), also have the potential to foster SRL. This chapter focuses on the importance of SRL in distance education, specifically in higher education and lifelong learning contexts, and how SRL can mediate the gap between the learner and instructor and decrease the distance that may be created by Information and Communication Technology (ICT). The chapter reviews the use of ICT in distance education, explicates key terms related to SRL, presents a model for course design, and illustrates how behaviors of key stakeholders can support development of SRL.

SPECIAL FEATURES OF ORGANIZING COMMUNICATION IN THE PROCESS OF DISTANT LESSONS PREPARATION ABROAD

2021 ◽  
Vol 12 (1) ◽  
pp. 107-117
Author(s):  
Irina Kurdyumova
Keyword(s):  
Distance Education ◽  
Collaborative Learning ◽  
Information And Communication Technologies ◽  
Computer Supported Collaborative Learning ◽  
Self Regulated Learning ◽  
Distant Learning ◽  
New Information ◽  
Information And Communication ◽  
Key Competencies ◽  
Cultural Skills

Distance education has been lately very popular abroad. It is necessary to look through somespecial aspects of lessons construction in blended learning abroad. Many discussions took place abroad about different barriers in distant education. A low degree of communication is part of most barriers to distance education. Communication improvement in distance education greatly depends on capability to manage strategically one’s learning and other people’s learning. Teachers use more and more new information and communication technologies joined with computer supported collaborative learning. Some foreign researchers in their work use the terms “self-regulated learning”, “socially shared regulation of learning”, “computer supported collaborative learning”, which illustrate technological activity in the process of distant learning. Because of such education, students form vitally important skills based in such key competencies as critical thinking, problem solving, teamwork, communication, collaboration, creativity, analytical and inter-cultural skills.

scholarly journals Facilitating Online Continuing Professional Development Opportunities in Technology-Enhanced Learning: the TELTA approach

2015 ◽  
Vol 8 (4) ◽  
pp. 39
Author(s):  
Pauline Rooney
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Continuing Professional Development ◽  
Learning Technologies ◽  
Technology Enhanced Learning ◽  
Dublin Institute ◽  
Information And Communication ◽  
Societal Changes ◽  
Institute Of Technology ◽  
Enhanced Learning

Information and communication technologies are fundamentally changing the way we live our lives. However, despite these huge societal changes, it is widely recognised that the potential of ICTs for enhancing teaching and learning has not yet been capitalised on in higher education, with traditional pedagogical methods still predominating. However it is crucial that educators are receptive to the potential of ICTs and that they have a sound understanding of this potential and how to capitalise on it. TELTA (Technology-Enhanced Learning, Teaching and Assessment) is a fully online eight-week course offered by the Dublin Institute of Technology which aims to address these issues by giving participants the opportunity to immerse themselves in existing and emerging learning technologies. This paper provides a case study of the TELTA approach, exploring key areas including target audience, module goals, underpinning pedagogical framework, assessment methodologies, technologies utilised and future plans for further developing the initiative.

SRL/SDL and Technology-Enhanced Learning

2010 ◽  
pp. 396-412
Author(s):  
Jane Pilling-Cormick
Keyword(s):  
Learner Control ◽  
Technology Enhanced Learning ◽  
Self Directed Learning ◽  
Comprehensive Overview ◽  
Web Based ◽  
Research Framework ◽  
Self Regulated Learning ◽  
Directed Learning ◽  
One Step ◽  
Enhanced Learning

When exploring the central role control plays in implementing technology-enhanced learning initiatives, it is essential to take into consideration self-regulated learning (SRL) and self-directed learning (SDL). Pilling-Cormick & Garrison’s (2007) work provides a research framework which includes a comprehensive overview of how SRL and SDL are integrally related. In this chapter, the connection is taken one step further by using the framework to explore SRL/SDL Technology-Enhanced learning. Implications for practice are derived from three exploratory studies using technology-enhanced learning (handheld, web-based, and online) with a focus on learner control. Solutions and recommendations arise, including considerations for designing instruction with a focus on learner control as it relates to technology.

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.

scholarly journals Technology Enhanced Learning: The Role of Ontologies for Feedback in Music Performance

2019 ◽  
Vol 5 ◽  
Author(s):  
Matthew John Yee-King ◽  
Thomas Wilmering ◽  
Maria Teresa Llano Rodriguez ◽  
Maria Krivenski ◽  
Mark d'Inverno
Keyword(s):  
Music Performance ◽  
Technology Enhanced Learning ◽  
Enhanced Learning

scholarly journals The Role of Facilitation in Technology-Enhanced Learning for Public Employment Services

2014 ◽  
Vol 7 (3) ◽  
pp. 56 ◽  
Author(s):  
Jenny Bimrose ◽  
Alan Brown ◽  
Teresa Holocher-Ertl ◽  
Barbara Kieslinger ◽  
Christine Kunzmann ◽  
...  
Keyword(s):  
Technology Enhanced Learning ◽  
Public Employment ◽  
Employment Services ◽  
Enhanced Learning

scholarly journals Massive open online courses for continuing professional development of GPs

2020 ◽  
Vol 13 (9) ◽  
pp. 522-527
Author(s):  
Emily Player ◽  
Alice Shiner ◽  
Nick Steel ◽  
Veena Rodrigues
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Online Courses ◽  
Continuing Professional Development ◽  
Massive Open Online Courses ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Massive Open Online ◽  
Enhanced Learning

Continuing professional development (CPD) is essential for the maintenance and improvement of the knowledge and skills of healthcare professionals. GP registrars are required to evidence CPD in their ePortfolio and likewise, GPs are mandated to accrue and evidence a minimum of 50 hours CPD for their annual appraisal. CPD can be delivered in many ways, with an increasing movement towards online learning. Technology-enhanced learning (TEL) encompasses online learning and is ever changing. This article will discuss a type of TEL known as massive open online courses (MOOCs) and the role of MOOCs in delivering CPD.

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