Self-Regulated Learning (SRL) is the process through which individuals control their own learning, from the cognitive, meta-cognitive, behavioral, emotional and motivational points of view. Through Information and Communication Technologies (ICTs) it is an important interdisciplinary competence which has increasingly gained attention in the past couple of decades because it leads to improved learning and it helps people to cope with the challenges of life-long-learning in the knowledge society.

Fostering Self-Regulated Learning through ICTs presents the relationship between SRL and ICTs from several standpoints, addressing both theoretical and applicative issues, providing examples from a range of disciplinary fields and educational settings. This book includes 24 chapters by a total of 57 authors from 28 different institutions in 13 countries.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Evaluating Web Content for Self-Directed Language Learning
Fostering Self-Regulated Learning in e-Health
Learner Self-Regulation in Online Activities
Re-conceptualizing Calibration Using Trace Methodology
Self-directed learning (SDL)
Self-Regulated Learning in Mathematical Problem Solving
Self-Regulated Strategies
Self-Regulated Strategies and Cognitive Styles in Multimedia Learning
SRL behaviors
Technology-enhanced learning environments (TELEs)

Reviews & Statements

Contributors from education, educational psychology, and education technology explore the relationship between self-regulated learning and information and communication technology from both theoretical and applied perspectives in a range of disciplines and educational settings. Among their topics are measuring and profiling self-regulated learning in the online environment, self-regulated strategies and cognitive styles in multimedia learning, using student assessment choices and electronic assessment to achieve self-regulated learning, evaluating Web content for self-directed language learning, the role of self-regulated learning in the enhanced conceptual understanding of the rate of chemical reactions, a Malaysian case study of enriching the quality of self-regulated learning through technology-enhanced learning environments, and informal self-regulated learning in corporate organizations.

– Sci Tech Book News, BookNews.com

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Editor/Author Biographies

Giuliana Dettori has been working as researcher for the Italian National Research Council since 1978. She is currently with the Institute for Educational Technology. After an initial involvement in Applied Mathematics, her research interests have been in Educational Technology for most of her professional life. She has been working, in particular, on self-regulated learning, narrative learning and the mediating role of ICT in teaching and learning, in relation to school settings, distance education and teacher training. She is teaching in the PhD program of the University of Genoa “Languages, cultures and ICT”, has authored numerous scientific papers, is carrying out editorial collaboration with many international journals and conferences and has been responsible for her institute in several international and national projects.

Donatella Persico is senior researcher at the Institute for Educational Technology of the Italian National Research Council (CNR). She has been active in the field of educational technology, theory and applications, since 1981. Her major interests include instructional design, e-learning, self-regulated learning and teacher training. She is author of educational material and scientific publications of various kinds, including books, educational software, multimedia material and research papers concerning various aspects of educational technology. She was lecturer of educational technology at the post-graduate teacher training school of the University of Genoa from 2000 to 2006. She is co-editor of the Italian Journal Tecnologie Didattiche, collaborates with international and national journals on Educational Technology and has been in charge of several national and international projects, mostly funded by the European Community. She sits on the IFIP (International Federation for Information Processing) WG3.8 Life Long Learning committee as well as several other professional boards at national and international level.

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Editorial Advisory Board

Roger Azevedo, University of Memphis, USA
Jos Beishuizen, Free University Amsterdam, The Netherlands
Roberto Carneiro, Portuguese Catholic University, Portugal
Jesùs De la Fuente Arias, University of Almería, Spain
Manuela Delfino, ITD-CNR, Italy
Paola Forcheri, IMATI-CNR, Italy
M. Carmen González Torres, University of Navarre, Spain
Bracha Kramarski, Bar-Ilan University, Israel
Margarita Limón, Autonomous University of Madrid, Spain
Pedro Rosário, Univesity of Minho, Portugal
M. Luisa Sanz de Acedo Lizarraga, Public University of Navarre, Spain
Karl Steffens, University of Cologne, Germany