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ERIC Number: EJ932261
Record Type: Journal
Publication Date: 2011
Pages: 9
Abstractor: ERIC
Reference Count: 34
ISBN: N/A
ISSN: ISSN-0271-0633
Self-Regulation of Learning with Computer-Based Learning Environments
Greene, Jeffrey A.; Moos, Daniel C.; Azevedo, Roger
New Directions for Teaching and Learning, n126 p107-115 Sum 2011
Self-regulated learning (SRL) skills are enacted dynamically over the course of learning tasks, and the frequency and quality of their use can fluctuate dramatically. Further, students' SRL skills can vary from one academic domain to another and even from one task to another within a single domain. Thus, while SRL skills are essential for effective learning, they can look quite different depending on the content to be learned, the context of learning, and even the characteristics of the students themselves. Increasingly, computer-based learning environments (CBLEs) are being introduced to the college classroom context, but their value-added depends critically on students' ability to take advantage of CBLEs' capabilities. CBLEs are most powerful when students can effectively self-regulate. In this chapter, the authors explore the various types of CBLEs, the challenges students face in using them to learn about complex topics, and their potential as cognitive and metacognitive tools to support learning. Then they discuss how SRL skills are a key requirement for the successful use of CBLEs and how students' SRL skills can be scaffolded. Finally, they discuss the educational implications of catalyzing the potential of CBLEs through the effective implementation of SRL scaffolds and training.
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A