TY - CHAP
T1 - Supporting self-regulated learning within technology-enhanced learning environments: A systematic review for primary education
AU - Triquet, Karen
AU - Peeters, Jeltsen
AU - Lombaerts, Koen
PY - 2015/11/29
Y1 - 2015/11/29
N2 - Self-regulated learning (SRL) and consequent promotion practices make reference to developing in students the ability to consciously master their own learning experiences. Furthermore, supporting SRL development in young children is accumulating scientific consensus, due to implications on performance in and beyond education. Technology-enhanced learning environments' (TELEs) affordances provide not only timely avenues towards fostering and measuring SRL competencies, but equally innovative means to do so as an evolving process. Scientific accounts in primary schools present rich insights into the role of various technological features (e.g., tutor systems, task-specific feedback and prompting, and real time monitoring) in enabling students' development of self-regulatory competencies. Nevertheless, TELE-SRL studies vary greatly, differing in technology-use, methodology, pedagogical sensitivity, and overall recommendations towards SRL promotion and measurement. Therefore, this study aims to draw homogeneity by employing a 7-step meta-ethnographic approach to locate, critically appraise, and synthesise previous research results. Moreover, this study systematically examines and draws parallels between 1) current applications of TELE-SRL promotion and 2) how TELEs are taking advantage of technological affordances to measure the development of SRL competencies. Ultimately, the review will provide greater insight into current technology-enabled SRL promotion. Theoretically, it will identify commonalities and gaps in SRL studies within emerging primary education TEL landscapes. Practically and believed complementary to the session objectives, it will provide rich grounds upon which to discuss and recommend functional means of technology-afforded measurement of student learning whilst highlighting 1) teacher roles and needs in integrating TELE-SRL and 2) potential SRL measurement needs from emerging educational technology.
AB - Self-regulated learning (SRL) and consequent promotion practices make reference to developing in students the ability to consciously master their own learning experiences. Furthermore, supporting SRL development in young children is accumulating scientific consensus, due to implications on performance in and beyond education. Technology-enhanced learning environments' (TELEs) affordances provide not only timely avenues towards fostering and measuring SRL competencies, but equally innovative means to do so as an evolving process. Scientific accounts in primary schools present rich insights into the role of various technological features (e.g., tutor systems, task-specific feedback and prompting, and real time monitoring) in enabling students' development of self-regulatory competencies. Nevertheless, TELE-SRL studies vary greatly, differing in technology-use, methodology, pedagogical sensitivity, and overall recommendations towards SRL promotion and measurement. Therefore, this study aims to draw homogeneity by employing a 7-step meta-ethnographic approach to locate, critically appraise, and synthesise previous research results. Moreover, this study systematically examines and draws parallels between 1) current applications of TELE-SRL promotion and 2) how TELEs are taking advantage of technological affordances to measure the development of SRL competencies. Ultimately, the review will provide greater insight into current technology-enabled SRL promotion. Theoretically, it will identify commonalities and gaps in SRL studies within emerging primary education TEL landscapes. Practically and believed complementary to the session objectives, it will provide rich grounds upon which to discuss and recommend functional means of technology-afforded measurement of student learning whilst highlighting 1) teacher roles and needs in integrating TELE-SRL and 2) potential SRL measurement needs from emerging educational technology.
UR - https://guidebook.com/guide/71092/poi/5792429/
M3 - Meeting abstract (Book)
BT - EARLI SIG 27 2016
ER -