Self-Regulated Learning and Open Writing

In our study, we describe a situation where students take ownership of their learning and, on their own initiative, use digital tools actively in their learning activities. In our research we were interested in students who used weblogs and in the dynamic relationship between students and the weblogs they create. In particular, we were interested in how self-regulated learning was facilitated both by the technology that enables the creation of the weblogs, and in the content, or open writings, that are posted on the weblog.
The article begins with an introduction to weblogs. We then present the results of the analysis of the affordances of weblogs to facilitate self-regulated learning. We used a category system developed by experts from the universities of Aalborg, Amsterdam and Bergen to structure our study of the weblogs which we received from Bergen students. One of our most interesting findings was that students' reflection on both their own learning and access to other's reflections on their learning was a powerful tool to collectively develop a conceptual understanding of a topic. We could call this collective self-regulation.     

Self-Regulated Learning in a TELE at the Université de Technologie de Compiègne: an analysis from multiple perspectives

Self-regulation has become a very important topic in the field of learning and instruction. At the same time, the introduction of new technologies in the field of Information and Communication Technologies (ICT) has made it possible to create rich Technology-Enhanced Learning Environments (TELEs) with multiple affordances for supporting self-regulated learning (SRL). This study was conducted within the framework of the TELEPEERS project where we wanted to identify TELEs that seemed to have a potential for supporting SRL. For the last ten years, our University has been deeply involved in research, innovation, and exploration of digital technologies for training (initial and continuous). Local, regional, national, European and international projects were conceived and developed, so that a very significant knowledge base exists today. Our study focuses on a course called 'Introduction to Algorithms and Programming' (NF01) which our University is offering and on the perception of different stakeholders (experts and students) of its affordances for supporting SRL.     

Do Enhanced Communication Technologies Inhibit or Facilitate Self-regulated Learning?

The assumption tested here is whether the introduction of enhanced communication technologies in the form of high-speed broadband connectivity has removed or ameliorated any of the barriers to efficient and effective teaching and learning.ⁱ
Evidence is presented of how enhanced communication technologies have facilitated self-regulated learning. The examples are drawn from a range of subject areas in secondary (11–18 years) and primary (5–11 years) schools in the UK. Evidence is also presented of the new challenges to self-regulated learning that are created by enhanced communication technologies, for example, non-selective searching, plagiarism and issues of filtering.
Case studies were developed in 37 schools in the public sector, from rural and urban areas. Field workers conducted interviews with teachers and made classroom observations. Further interviews were also conducted with headteachers and ICT coordinators.
These studies showed some outstanding examples of students taking ownership of the learning process. However, these enhanced communication technologies raised concerns for school management, for teacher workloads and for the parents. These findings are not parochial. International comparisons indicate that we are studying a trans-national phenomenon. Similarly, costs and benefits of such technologies are not sector specific; the outcomes of this research can inform debate in higher education.     

自我调控学习的课堂教学设计理论

培养学生掌握自我调控学习的技能就是教给学生在未来社会生存的本领。本介绍了如何在课堂进行学科内容教学的同时进行自我调控学习策略的教学，并提出了一个在课堂教学环境下同时提高老师自我调控学习技能的新型教师专业学习模式：     

目标导向的学习环境设计原理

目标导向的学习环境(Goal-orientated Learning Environments,简称GOLEs)设计原理认为:学习环境与学习过程共生共存,学习目标贯穿整个学习活动过程,持续指导学习环境的设计;学习者通过一定的技术中介与学习环境建立互动关系;学习环境设计围绕学习活动全面展开。笔者据此建立了学习目标导向的学习环境工作图、学习者与学习环境的互动模型和目标导向的学习环境设计流程图,并详细阐述了GOLEs设计原理及其各个要素。     

基于计算机学习环境下的自我调节学习

自我调节学习是学习者获得成功学习的重要因素,因此如何促进和利用学习者的自我调节学习能力就成为基于计算机的学习环境设计的关键问题。欧洲电子学习网络推出的iClass项目以自我调节学习的理论与模型为指导,充分促进了自我调节学习的实现。未来基于计算机学习环境的设计可以从多个方面促进学习者的自我调节学习。     

大学英语自主学习的试探性研究

大学英语自主学习是学生英语学习的一种很重要的学习方式。本文通过对自主学习理论的论述．结合大学英语教与学的实践，陈述了大学英语自主学习的具体范例模式，进而阐明了大学英语教与学同自主学习相结合的意义和价值。     

动机的激发：家庭第一代大学生在线自我调节学习的潜在机制研究

基于疫情期间上海39所本科院校在校生线上提供的64949份有效问卷，本研究设计了《本科生在线自我调节学习量表》并进行信效度检验。回归统计结果表明：家庭第一代大学生在线自我调节学习的自评得分均值显著低于非家庭第一代大学生，在控制学习动机与就业焦虑这两个潜在影响机制之后，这种差距明显缩小乃至不再显著；学习动机的解释力度最大，尤其是“努力解决学习中的问题”与“喜欢阅读与专业相关的书籍”这两项与内在动机相关的行为表征；就业焦虑对本科生在线自我调节学习有显著的负面效应；加入交互项之后的回归结果支持学习动机这一潜在变量的调节作用，进而揭示未来对家庭第一代大学生在线学习的有效干预可侧重于内在动机的激发。     

自我调节学习的研究述评及其发展状况

自我调节学习是一种自主性的学习,对学习过程具有主观性的控制和调节作用,是提高学生学习成绩的关键环节。自我调节学习理论主要针对学生的年龄特点进行研究和概括,不同年级学生在认知与情感等方面呈现出差异和发展性特点。自我调节学习行为不仅表现在知识和技能的学习上,也体现在行为习惯、个性品质的形成中。此外,网络媒介对自我调节学习研究的多元化方式也产生了一定的影响。     

Sense of Belonging and Self-Regulated Learning: Testing Achievement Goals as Mediators

We examined two aspects of college students' (N = 385) sense of belonging and its relations with three indicators of self-regulated learning. We also tested the mediating role of achievement goals in these relations. One aspect, sense of belonging to school, functioned as a significant predictor of self-reported metacognitive and academic time management strategies. In comparison, a second aspect, sense of belonging to peer groups, was a significant predictor of self-reported peer learning strategies. Findings from the mediation analyses indicated that sense of belonging to school was related with mastery goals, whereas sense of belonging to peer groups was related with performance goals. Further, mastery goals mediated the relations between sense of belonging to school and metacognitive and academic time management strategies.     

论学习环境设计的理论基础

如何为学习者创设良好的学习环境以支持和促进学习者的学习已逐渐成为教育技术领域的前沿研究课题。本文对“社会-文化观”下的情境认知理论、活动理论、分布式认知理论等三种理论的主要观点加以概括,并详细分析了它们为学习环境设计所提供的指导原则。笔者认为,好的学习环境设计应该得到理论的指导但不能成为理论的奴隶,设计者应该根据具体学习情境的约束和给养,为学习者尽可能地提供真实的情境、活动和任务。     

Understanding Interference and Inhibition Processes from a Motivational and Self-Regulated Learning Perspective: Comments on Dempster and Corkill

Interference and inhibition processes as discussed by Dempster and Corkill (1999) are useful on two levels: first, metaphorically in terms of general themes for educational psychology, and, second, in terms of psychological mechanisms for understanding learning. At the same time, there are a number of issues that must be addressed in future theory and research before interference and inhibition processes can be accorded a primary explanatory role in models of learning, including the operation and sequencing of interference and inhibition processes in relation to other cognitive, motivational, and self-regulation processes; the definition and construction of the relevant–irrelevant information dimension; the role of interference and inhibition in the active selection of goals, strategies, and behavior; the stability and trait-like nature of interference and inhibition; the range of generality and applicability of interference and inhibition in relation to all other aspects of learning and behavior; and the utility and power of interference and inhibition as explanatory constructs.     

The Conditional and Interaction Effects of Epistemological Beliefs on the Self-Regulated Learning of College Students: Motivational Strategies

This study examines the conditional and interaction effects of each of four dimensions of the epistemological beliefs of college students regarding the ability to learn, the speed of learning, the structure of knowledge, and the stability of knowledge on six measures of the motivational components of self-regulated learning strategies (intrinsic goal orientations, extrinisic goal orientation, task value, self-efficacy, control of learning and test anxiety). Students with more sophisticated beliefs about the nature of knowledge and learning were more likely than their peers to use educationally productive motivational strategies in their learning. Beliefs about one’s ability to learn and the structure of knowledge had the most significant and substantial effects on students’ use of self-regulated motivational strategies. Although a student’s belief about the stability of knowledge by itself had a statistically significant effect on only one motivational strategy, this belief did have four statistically significant interaction effects with beliefs about ability to learn and the structure of knowledge. Implications of these findings for theory, research, policy and practice are examined.     

Inherent Association Between Academic Delay of Gratification, Future Time Perspective, and Self-Regulated Learning

We review the association between delay of gratification and future time perspective (FTP), which can be incorporated within the theoretical perspective of self-regulation of learning. We propose that delay of gratification in academic contexts, along with facilitative beliefs about the future, increase the likelihood of completing academic tasks. Discussed are (a) classic and current theoretical views of delay of gratification, (b) FTP and its association with delay of gratification, (c) evidence for the association between delay of gratification and FTP that enhances our understanding of academic success from a self-regulated learning approach, and (d) implications for instruction, and considerations of FTP for understanding achievement-related delay. Suggestions for further research are also discussed.     

Self-Regulated Learning and New Literacies: an experience at the University of Barcelona

This article summarises the findings from an evaluation of a Media Literacy course at the University of Barcelona. It focuses on some aspects of Self-Regulation and on the learning environment used by students. The students' learning processes were embedded in an eLearning project, in which students analysed the representation of immigrants and ethnic minorities in the media.
Key findings are the usefulness of this particular Technology-Enhanced Learning Environment (TELE), and its specific settings regarding Self-Regulated Learning (SRL). Students self-regulated their learning processes, in that they were working in a blended learning environment. However, their acquired media literacy skills seem to be fostered by the TELE rather than by the self-regulation mechanisms.
Throughout the article, special attention is paid to the conceptual framework of digital and media literacy, and the specific competences related to them.     

Validity in Assessing Self-Regulated Learning: A Comment on Perry & Winne

Perry and Winne (2006) describe their computer program, ‘gStudy’, and argue that it facilitates valid measurement of self-regulated learning (SRL) over time. This commentary addresses the assumptions underlying this argument and raises additional validity questions regarding the use of this tool. These include issues related to the development of SRL in young children, the difficulty in embedding assessments in a learning tool, and the extent to which the log analyzer can separate SRL sequences from other behavior. Finally, the extent to which behavior ‘inside’ gStudy reflects SRL in other contexts is discussed.     

Fulfilling a European Vision through Flexible Learning and Choice

This article considers the value of flexibility and free choice in learning, and examines the increasing recognition of the evolving and wide range of appropriate environments for learning, such as the workplace, the home, the community, and the virtual world. This ‘Lifeplace Learning’ is compared to the requirements and visions of the European Qualifications Framework and it is shown how this concept is ideally placed to satisfy, not only the European vision of freeing and equalising learning and qualification recognition, but also the goals of including more people in education, allowing for flexible and apposite learning, and the development of graduates who are ‘fit for purpose’. A model of Lifeplace Learning is described that is based on the utilisation of any chosen life place environment for learning, combined with learner negotiated objectives, enabling formal, informal and non-formal learning to be recognised through assessment, and by the awarding of credit where this is appropriate. The model has, at its core, the development of competence in independent judgement, critical thinking, personal autonomy and reflective practice. It is concluded that, as traditional learning models deprive learners of a personal, autonomous and negotiated approach to learning (without which learners fail to develop critical competence in exercising independent judgment and critical thought considered essential and core to personal and professional development) and as Europe is striving to increase the recognition of many types of learning and ease transitions across national boundaries, this model could be an effective way forward to resolve the former and achieve the latter.     

An Exploratory Study of the Effect a Self-Regulated Learning Environment Has on Pre-Service Primary Teachers' Perceptions of Teaching Science and Technology

The effects of a Self Regulated Learning (SRL) environment on pre-service primary teachers of Science and Technology were investigated in this exploratory study. A representative sample of teachers was interviewed about their experience and how it impacted on them pedagogically, affectively, conceptually and metacognitively. The preliminary results suggest that students' understanding of how to implement activity-based learning was enhanced by the SRL environment. Additionally they claimed to be more confident about their ability to teach. However, conceptual understanding did not appear to improve. These findings will inform a larger study involving SRL that will also address the issue of subject content knowledge and attempt to develop overall teaching competence in primary Science and Technology.     

网络环境下大学英语视听说自主学习的问题与思考

2010年9月至2011年6月我校大学英语教师对我校非英语专业的18个大班的大二学生(其中9个班为试验班,9个班为对照班)约1800人进行了为期一年的基于网络环境下的大学英语视听说自主学习教改试验。试验取得了比较好的教改效果,但同时也存在一些值得我们关注的问题。该文专门就我校大学英语教师在基于网络环境下的大学英语视听说课程自主学习的教改试验中所存在的问题进行归纳和分析,并提出解决有关问题的一些思考。旨在进一步提高基于网络环境下的大学英语视听说自主学习的效果,推动我校大学英语教学改革的深入开展。