SRL/SDL and Technology-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.

Face-to-Face and Web-Forum Interventions Promoting SRL Skills at University

Based on recent findings about Self-Regulated Learning (SRL), we outline three educational interventions aimed at fostering students’ learning competence. Our particular focus is on the interaction between collaborative learning in Technology Enhanced Learning contexts and the development of SRL competencies. Two interventions carried out by our research team involved collaborative activities conducted both face-to-face and in web-based learning environments, aimed at promoting the SRL skills of first year university students. Based on the outcomes of these two projects, a further project for different departments was undertaken. This last intervention was designed to facilitate collaborative reflection on the components and processes of SRL through e-tivities and discussion forums. Our research suggests that collaboration in analyzing and working on the different competencies involved in self-regulated learning is an optimal means of enhancing the self-regulation competencies of university students.

Self-Regulation of Learning Supported by Web 2.0 Tools

Our main purpose in this chapter is to examine the possibility of stimulating self-regulation of learning (SRL) by means of Information and Communication Technologies (ICTs), more specifically, Web 2.0 technologies. Web 2.0 is commonly associated with applications that facilitate interactive information sharing and collaboration on the World Wide Web. To that end, the authors first present a theoretical description of the topics that are relevant to this chapter: SRL and ICTs. Second, they compare SRL and ICTs characterizing features, establishing functional relation between both sets of variables. Third, they define the Web 2.0 and two tools, Wikideas, and Creativity Connector, which were designed by us according to Web 2.0 technology. Fourth, the authors briefly report a pilot intervention they carried out in order to support SRL, using these two applications to perform some tasks that required competence in “creativity and innovation”. Lastly, after summarizing these ideas, the authors suggest further study topics that may promote interesting lines of research.

Fostering Self-regulated Learning in e-Health

Compared to other fields (such as media, banking and communication), the integration of information and communication technologies (ICT) in health has been slow. Among other factors, the lack of systematic education has been identified as a significant barrier. The use of ICT in healthcare delivery is widely known as e-Health. Evidence shows that if used in right context, e-Health can be efficient and cost effective. While designing e-Health curriculum, there are a number of factors to be considered. Due to the specific nature of the subject matter and the learners, the traditional teaching methods and pedagogical constructs may not be suitable. The choice of education methods must be based on the capacity of achieving the learning outcomes. E-Learning has proven to be an effective way of delivering education, particularly for rural and remote learners. Based on blended learning model, E-Health teaching at the Centre for Online Health University of Queensland, Australia has shown its capacity to provide a unique learning experience to students. While designing e-Health curriculum, a particular attention has been paid to aspects such as flexibility of learning processes, students’ control in learning, self observation and self evaluation. These are, in fact, core principles of self regulated learning (SRL) that have been incorporated in the teaching and learning process of e-Health. This chapter sets out to examine in details the elements of SRL embedded in e-Health teaching and the role of SRL in maximizing the learning outcomes.

Informal Self-regulated Learning in Corporate Organizations

Sharing knowledge is one of the most challenging tasks modern companies have to deal with. A vast amount of knowledge exists within organizations; however it is often difficult to find and to judge its value. As a consequence, learning and knowledge building seem to be a lonely activity, separated from everyday work. Transfer of knowledge acquired in formal courses has little impact and effect on day-to-day work. That is why training often has a low return on investment. Knowledge management systems have also proven to be ineffective as they fail to present the knowledge employees are looking for. So how can we improve learning in organizations using ICT? To find an answer to this question we might learn from the generation that has grown up with modern communication technologies. This Homo Zappiens has shaped new ways of communication and information sharing including attitudes and views leading to collective knowledge building strategies. Prominent characteristics of Homo Zappiens include their preference for images and symbols as an enrichment of plain text, their seemingly effortless adoption of technology and their cooperation and sharing in networks. This generation seems to take exploration and learning, discovering the world, into their own hands. Homo Zappiens shows us we can increasingly rely on technology to connect us and allow us to organize as a group. In a networked society, the individual has more room for contributing its unique value, and innovation and knowledge reside in a network, rather than in each separate individual. Realizing that we need a flexible structure for organizing ourselves and the world around us, we can look at Homo Zappiens for a clue. This chapter describes self-regulated learning within a network (Networked Learning) and presents a model for it. It also presents experiences with the model at the multi-national corporation IBM, where a Technology-Enhanced Learning Environment (TELE) was built and introduced.

Assessing Self-regulation Development through Sharing Feedback in Online Mathematical Problem Solving Discussion

This study examined the relative efficacies of two different metacognitive teaching methods – problem solving (M_PS) and sharing knowledge (M_SK). Seventy-two Israeli sixth-grade students engaged in online mathematical problem solving and were each supported using one of the two aforementioned methods. M_PS students used a problem-solving and feedback process based on the IMPROVE model (Kramarski & Mevarech, 2003). In contrast, M_SK participants were instructed to reflect and provide feedback on the solution without an explicit model. This study evaluated each method‘s impact on the students’ mathematical online problem solving. It also examined self-regulated learning (SRL) processes by assessing students‘ online feedback using a rubric scheme. Findings indicated that M_PS students outperformed the M_SK students in algebraic knowledge and mathematical reasoning, as well as on various measures of sharing cognitive and metacognitive feedback. The M_SK students outperformed the M_PS students on measures of sharing motivational and social feedback.

Reference Course Model

Since our mission is the collaborative cultivation of a university-wide media culture, in this chapter the authors propose to look at the relation between Self-regulated learning (SRL) and Technology-Enhanced Learning Environments (TELE) from the point of view of a learning organization. The goal is to clarify how to embed TELE-technologies in educational institutions in a collaborative way that sustains and continuously improves the quality of teaching and learning at a university. Our solution is focused around the concept of “university-wide media culture”, a corporate culture for new media that we hope to develop by means of a collaborative instrument called the “Reference Course Model”. The authors begin by screening and summarizing what they consider to be relevant aspects of components of the SRL theory (models, learning strategy, prompting) and continue by introducing the concepts of media culture, media literacy and their relation to TELE and SRL; based on this they then present their idea of what they call a “Reference Course Model”, explaining its theoretical foundation and developing its conceptual features. Finally, they conclude by showing how they have implemented this model in their university and reflect on the experiences collected to-date.

The Role of Self-Regulated Learning in Enhancing Conceptual Understanding of Rate of Chemical Reactions

The authors have investigated the effects of self-regulated learning (SRL) prompts on the academic performance of 30 year 9 students (12-13 year olds) learning science in a computer-based simulation environment by randomly assigning participants to either a SRL prompted or non-SRL prompted group. Mixed methods approaches were adopted for data collection and data analysis. Students in the SRL prompted group were given activity sheets which contained SRL prompts, whereas students in the non-SRL prompted group received no SRL-prompts in their activity sheets but some general prompts regarding how to follow the activity sheet. The incorporation of SRL prompted instructions into a computer-based simulation environment that teaches the rates of chemical reactions facilitated the shift in learners’ academic performance more than the non-SRL-prompted condition did. This shift was associated with the presence of the SRL behavioural prompts in the activity sheets. This study is a starting point in understanding the impact of the application of SRL-prompted instructions to the teaching of topics in a computer-based learning environment with a view to improving students’ academic attainment.

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

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.

Activating a Self-Regulated Process

This contribution is based on a research study which aims at investigating the benefits coming from the use of the Aplusix ICT environment in a remedial intervention in Algebra. The authors start from elaborating a theoretical reference frame for Self-Regulated Learning in order to make it suitable to reformulate and investigate the specific pedagogical problem of a remedial activity in Algebra (first year of the upper secondary school, 9th grade). Then, the authors present the design of a teaching intervention that has been carried out at school, centred around the use of Aplusix. Finally, they discuss some results from the analysis of the data collected during the experiment. The study’s results show clear evidence of the evolution of students’ awareness and self control, i.e. they have become self regulated learners.