Fostering Self Regulated Learning through ICT

Fostering Self Regulated Learning through ICT

"This book 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"--Provided by publisher.

Author: Dettori, Giuliana

Publisher: IGI Global

ISBN: 9781616929039

Category: Education

Page: 498

View: 442

"This book 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"--Provided by publisher.
Categories: Education

RealLife Distance Education

RealLife Distance Education

What additional (to those discussed in this chapter) self-regulated learning
strategies can be incorporated into online courses? How can the ... In G. Dettori &
D. Perisco (Eds.), Fostering self regulated learning through ICT (pp. 122–144).

Author: Anthony A. Pina

Publisher: IAP

ISBN: 9781623965280

Category: Education

Page: 465

View: 140

RealLife Distance Education: Case Studies in Practice documents and discusses the experiences of those who have implemented distance learning as a solution to “reallife” problems and provides guidance to assist readers in their understanding and analysis of distance learning. This approach allows readers to develop analytic and problem solving skills. The variety of different situations within the individual case studies allows readers to apply their knowledge to new and unique situations and to explore solutions to complex issues. The book is useful as a primary or supplementary text in programs of educational technology, instructional design, learning sciences, human resource development, curriculum & instruction, media & technology or higher education.
Categories: Education

Metacognition Fundaments Applications and Trends

Metacognition  Fundaments  Applications  and Trends

American Psychological Association, Washington (2012) Zimmerman, B.J.:
Models of self-regulated learning and academic achievement. In: Zimmerman,
B.J., Schunk, ... Fostering Self-Regulated Learning through ICT, pp. 39–53. IGI
Global ...

Author: Alejandro Peña-Ayala

Publisher: Springer

ISBN: 9783319110622

Category: Computers

Page: 367

View: 351

This book is devoted to the Metacognition arena. It highlights works that show relevant analysis, reviews, theoretical, and methodological proposals, as well as studies, approaches, applications, and tools that shape current state, define trends and inspire future research. As a result of the revision process fourteen manuscripts were accepted and organized into five parts as follows: · Conceptual: contains conceptual works oriented to: (1) review models of strategy instruction and tailor a hybrid strategy; (2) unveil second-order judgments and define a method to assess metacognitive judgments; (3) introduces a conceptual model to describe the metacognitive activity as an autopoietic system. · Framework: offers three works concerned with: (4) stimulate metacognitive skills and self-regulatory functions; (5) evaluate metacognitive skills and self-regulated learning at problem solving; (6) deal with executive management metacognition and strategic knowledge metacognition. · Studies: reports research related to: (7) uncover how metacognitive awareness of listening strategies bias listening proficiency; (8) unveil how metacognitive skills and motivation are achieved in science informal learning; (9) tackle stress at learning by means of coping strategies. · Approaches: focus on the following targets: (10) social metacognition to support collaborative problem solving; (11) metacognitive skills to be stimulated in computer supported collaborative learning; (12) metacognitive knowledge and metacognitive experiences are essential for teaching practices. · Tools: promotes the use of intelligent tutoring systems such as: (13) BioWorld allows learners to practice medical diagnostic by providing virtual patient cases; (14) MetaHistoReasoning provides examples to learners and inquiries about the causes of historical events. This volume will be a source of interest for researchers, practitioners, professors, and postgraduate students aimed at updating their knowledge and finding targets for future work in the metacognition arena.
Categories: Computers

Evaluating the Impact of Technology on Learning Teaching and Designing Curriculum Emerging Trends

Evaluating the Impact of Technology on Learning  Teaching  and Designing Curriculum  Emerging Trends

Harris, B. R., Lindner, R. W., & Piña, A. A. (2011). Strategies to Promote Self-
Regulated Learning in Online Environments. InDettori, G., & Persico, D. (Eds.),
Fostering Self-Regulated Learning through ICT (pp. 122–144). Hartshorne, R.,
Ajjan, H., ...

Author: Ng, Eugenia M. W.

Publisher: IGI Global

ISBN: 9781466600331

Category: Education

Page: 310

View: 422

"This book provides a forum for researchers and practitioners to discuss the current and potential impact of online learning and training and to formulate methodologies for the creation of effective learning systems"--Provided by publisher.
Categories: Education

User Interface Design for Virtual Environments Challenges and Advances

User Interface Design for Virtual Environments  Challenges and Advances

Strategies to promote self–regulated learning in online environments. In Dettori,
G., & Persico, D. (Eds.), Fostering self–regulated learning through ICT (pp. 295–
315). New York, NY: Information Science Reference. doi:10.4018/978-1-61692- ...

Author: Khan, Badrul

Publisher: IGI Global

ISBN: 9781613505175

Category: Computers

Page: 375

View: 354

The design of various virtual environments should be based on the needs of a diverse population of users around the globe. Interface design should be user centric and should strive for making the user's interaction as simple, meaningful, and efficient as possible. User Interface Design for Virtual Environments: Challenges and Advances focuses on challenges that designers face in creating interfaces for users of various virtual environments. Chapters included in this book address various critical issues that have implications for user interface design from a number of different viewpoints. This book is written for professionals who want to improve their understanding of challenges associated with user interface design issues for globally-dispersed users in various virtual environments.
Categories: Computers

Education at a Glance 2003

Education at a Glance 2003

OECD Indicators Organisation for Economic Co-operation and Development,
Centre for Educational Research and ... They not only equip students with
important skills to participate effectively in the modern world , but also foster the
development of self - regulated learning strategies and ... However , the mere
presence of modern information and communication technology ( ICT ) in schools
does not ...

Author: Organisation for Economic Co-operation and Development

Publisher: Organization for Economic

ISBN: UOM:39015058228712

Category: Education

Page: 451

View: 246

The 2003 edition of Education at a Glance: OECD Indicators provides a rich, comparable and up-to-date array of indicators on the performance of education systems.
Categories: Education

Contemporary Motivation Research

Contemporary Motivation Research

ICT and ILE technology can have a dramatic influence on help seeking ( e . g . ,
lower cost ) , but it also raises questions ... Teachers and peers play important
roles in students becoming self - regulated learners by fostering mastery goals of
 ...

Author: Marold Wosnitza

Publisher: Hogrefe & Huber Pub

ISBN: UOM:39015080883195

Category: Health & Fitness

Page: 377

View: 877

Motivation research has a huge amount to offer in diverse areas of work and life. As with all scientific endeavors, however, it must face the issue of generalizability knowing what works and under what conditions. This book confronts that issue by showcasing both applied "snapshots" and more basic theory-based enquiries that provide a global picture of contemporary motivation research and its applications. A stellar group of international scholars discuss different theoretical perspectives (e.g., achievement goals, self-determination, cognitive load, control value of achievement emotions, interest, self-efficacy) in diverse contexts (e.g., cooperative learning, help-seeking, teacher education, technology facilitation) to highlight the dynamic interplay between more basic research and real-life practice in classrooms and the workplace.
Categories: Health & Fitness

Cognitive and Emotional Processes in Web based Education

Cognitive and Emotional Processes in Web based Education

Teachers pay attention to the potential of ICT to facilitate curriculum differentiation
. education . ... It points at potential too for enhancing self - awareness , self -
regulation and fostering independence in the learner , as well as providing the ...

Author: Nikos Tsianos

Publisher: IGI Global

ISBN: UOM:39015080888293

Category: Computers

Page: 541

View: 974

"This book presents theories and practical frameworks to assist educators and trainers in developing e-learning applications"--Provided by publisher.
Categories: Computers

Improving Self Regulation for Learning in EFL Writing in Secondary Education in Blended Environments

Improving Self Regulation for Learning in EFL Writing in Secondary Education in Blended Environments

From this review, we conclude that a Diary which integrates cognitive, metacognitive and free writing tasks is a suitable tool for EFL writing instruction and ongoing authentic assessment activities with interactive formative feedback to ...

Author: Núria de Salvador de Arana

Publisher:

ISBN: OCLC:1089113892

Category:

Page: 287

View: 931

This study aims at improving English as a Foreign Language (EFL) writing instruction at secondary level by implementing a blended instructional design that may foster self-regulation through public online learning diaries (Diaries) and formative feedback in a wiki device in combination with face-to-face (F2F) instruction. Also, all elements are interwoven in the assessment program strongly supported by personalised feedback. In Part I, comprehending chapters 1 to 4, we provide the general theoretical framework for this research, which is based on a competence approach to compulsory education that the countries in the EU have adopted. Our aim is helping students to improve in three of the eight key competences (European Parliament, 2006): Learning Foreign Languages, ICT and Learning to Learn. First, we have reviewed and contextualised what the literature says about EFL writing and different approaches to teaching it and discussed the role of grammar, vocabulary and multimodality pathways in learning to write in a foreign language. Then, we have reviewed the literature on self-regulation for learning (SRL) and self-efficacy and the effects that a public design can have on vicarious learning. We have appraised the role of Diaries, feedback and assessment to improve SRL. Subsequently, we have discussed Diaries in EFL writing in a blended design, and how they can help us improve the students' autonomy in learning. This literature review leads us to formulate our basic assumptions for the instructional design that we will put to the test. From this review, we conclude that a Diary which integrates cognitive, metacognitive and free writing tasks is a suitable tool for EFL writing instruction and ongoing authentic assessment activities with interactive formative feedback to observe and improve self-regulation strategies. Additionally, a public design can act as a basic form of dialogic feedback, even if what students do is lurking at what other students are doing. In Part II, comprehending chapters 5 to 7, we state the three goals of our research to evaluate an instructional design grounded on literature findings that we developed to improve English as a foreign language (EFL) writing instruction in context. We describe the three main components of the learning diary (Diary) and the writing assignments. We study an EFL class of 10thgraders, aged 15 to 16, at a working-class state school in Barcelona and their English teacher, who was a long-experienced professional, newly arrived at that school. There were 26 students in this class (15 boys and 11 girls), of which we selected six (two strong, two average and two weak ones) for close observation. The instructional design combined face-to-face (F2F) teaching following a textbook with an online platform (a wiki) where students completed the Diary and a variety of writing assignments, with the online supervision of the teacher who provided personalised on-site feedback. In the Diary, and mostly as homework, students had to show their capacity to manage learning strategies and writing competence. In the first place, students had to file F2F instruction and produce examples of use of grammar and vocabulary in the form of sentences (cognitive tasks). Secondly, they had to monitor and correct their writing productions (metacognitive assignments) after the teacher had provided personalised feedback on them. She also developed a system of engagement rewards to incentive correct procedures and participation. In part III (Chapters 7-10) we present the results to our research questions. In Chapter 7 we depict the results concerning goal 1. We observe the activity in the online PWS and the students' and teacher's perception of it. In the first place, we consider the temporal dimension of the Diary. Then we move on to study how well the students completed it by task, student and term. Next, we study the writing assignments completion by task and term. Fourthly, we consider the positive and negative effects of the online platform. Finally, we deal with the teacher and students' views of the PWS. Chapter 8 is devoted to feedback. We analyse the amount and characteristics of the teacher's feedback depending on the task, as well as its timing for both the Diary and the writing assignments. We also consider the nature of conversations in the PWS. To conclude, we focus on the students' views on feedback Results for goal 3 are exposed in chapter 9, which analyses in which ways the students' actions and perceptions in the PWS evolved. In the first place, we ask ourselves which improvements can be reported in the Diary. Secondly, we look at the connections between the Diary and the writing assignments. Thirdly, we observe improvements in the writing assignments, comparing the teacher's marks to external control measures, such as the state exam and the Write & Improve tool. Finally, we consider the teacher and students' views. A final chapter 10 gathers a panoramic interpretive reading of each of the selected students and the teacher as to draw their learning profiles. For each of the six selected students, we consider their views on the PWS and the writing and feedback impact on them. In part IV we discuss our findings. About the PWS (goal 1), online designs can set students in action, but the technical problems some students face may cause frustration. It also confirms that stronger students are better at SRL, but their agency may not always be directed towards learning. If weaker students are more SRL focused, the chance is that they will advance more. Scarce metacognitive knowledge, low self-efficacy and lack of motivation make progress slow. Students will favour cognitive tasks over metacognitive, which are not adequate in compulsory education when they were based in understanding what the teacher said instead of in what they understood. Teachers need to plan supervising controls to ensure that students do not leave everything for the last minute, and can pay attention to the teacher's corrections at different moments. Students did not like that the Diary was compulsory, and they did not like that it was public either, but their perceptions concerning the latter improved significantly, and they used each other's productions as guidance. The Diary was a threat to average and weak students because it was hard work which, if not done, meant failing the term. The wiki's lack of popularity was strengthened by technical problems. For goal 2, the teacher's strategy to provide unfocused, indirect, personalised feedback was not appropriate because it meant a lot of work and did not make some of the students respond to it. The fact that it was timely could not solve the design flaw that it was delivered at the end of the term. These students were the same that show low interest for the design (Darío(a)) or weak students with low metacognitive strategies and linguistic knowledge. So, the students who needed it more (although Mariana(a) became an exception) were the ones who used it less. The students' perception of feedback was positive enough, but somehow unconscious of the effort it meant to the teacher. For goal 3, when we study the students' performance in the Diary in some depth, we observe that some students used agency for purposes other than learning, and this behaviour is not related to their linguistic knowledge, but bears relation to how much they make sense of a task and the characteristics of the assessment program. Students did not make sense of the cognitive part of the Diary because the sentences they wrote were not connected with the writing assignments. Furthermore, feedback that focuses only in WCF or sentences rather than paragraphs is not appropriate to teach EFL writing, because such input only addresses one aspect of the overall writing ability. Students value the sentences they wrote in the vocabulary task significantly worse at the end than they did at the beginning of the year. However, they value significantly better that the Diary is an efficient tool to learn English. As for its metacognitive part of the Diary, results were poor when the students were not capable of noticing for themselves what they had learnt, but depended on metacognitive explanations from the teacher which they often did not understand. Students expressed that they liked writing more when they could freely choose what to write about, and this perception improved significantly at the end of the school year. But results show that when students are free to write what they please, the use of translators increases. For this reason, designing tasks that makes them use the vocabulary and grammar they have just been taught would give more meaning to instruction and avoid the dangers of technical cheating. Rich environments where students are exposed to a lot of input (such as films in English subtitled in English) promote EFL writing, especially when the students are asked to carry out a diversity of tasks that stretch for some time.
Categories:

Building Autonomous Learners

Building Autonomous Learners

And thirdly, parents who want to help their children pursue lifelong learning will benefit from reading this book. This edited work presents a collection of papers on motivation research in education around the globe.

Author: Woon Chia Liu

Publisher: Springer

ISBN: 9789812876300

Category: Education

Page: 302

View: 880

This edited work presents a collection of papers on motivation research in education around the globe. Pursuing a uniquely international approach, it also features selected research studies conducted in Singapore under the auspices of the Motivation in Educational Research Lab, National Institute of Education, Singapore. A total of 15 chapters include some of the latest findings on theory and practical applications alike, prepared by internationally respected researchers in the field of motivation research in education. Each author provides his/her perspective and practical strategies on how to maximize motivation in the classroom. Individual chapters focus on theoretical and practical considerations, parental involvement, teachers’ motivation, ways to create a self-motivating classroom, use of ICT, and nurturing a passion for learning. The book will appeal to several different audiences: firstly, policymakers in education, school leaders and teachers will find it a valuable resource. Secondly, it offers a helpful guide for researchers and teacher educators in pre-service and postgraduate teacher education programmes. And thirdly, parents who want to help their children pursue lifelong learning will benefit from reading this book.
Categories: Education

Variation and Change in Postcolonial Contexts

Variation and Change in Postcolonial Contexts

This volume addresses recent issues concerning language change and standardization in postcolonial settings.

Author: Rita Calabrese

Publisher: Cambridge Scholars Publishing

ISBN: 1443876119

Category:

Page: 325

View: 384

This volume addresses recent issues concerning language change and standardization in postcolonial settings. The book brings together experts from North America, Africa, Asia and the insular areas of Australia and Trinidad and Tobago, and discusses aspects of language variation in the emergence of new varieties. The approaches range from linguistic diagnostics and related methodologies to the most accredited interpretative theories on the evolution of New Englishes. The book includes a section on emerging varieties of English in new media, and special focus has been given to those new varieties of Philippine and Nigerian English spoken in a non-canonical post-colonial context represented by the city of Turin, Italy. The result is a collection of studies that illuminate issues of language variability from different perspectives in order to contribute to the lengthy debate on language contact, diversification, speciation and standardization.
Categories:

Encyclopedia of Information Communication Technology

Encyclopedia of Information Communication Technology

NetLibrary named the Encyclopedia of Information Communication Technology as their September 2008 e-book of the month! CLICK HERE to view the announcement.

Author: Cartelli, Antonio

Publisher: IGI Global

ISBN: 9781599048468

Category: Business & Economics

Page: 926

View: 630

NetLibrary named the Encyclopedia of Information Communication Technology as their September 2008 e-book of the month! CLICK HERE to view the announcement. The Encyclopedia of Information Communication Technology (ICT) is a comprehensive resource describing the influence of information communication technology in scientific knowledge construction, with emphasis on the roles of product technologies, process technologies, and context technologies. Through 111 authoritative contributions by 93 of the world's leading experts this reference covers the materials and instruments of information technology: from ICT in education to software engineering; the influence of ICT on different environments, including e-commerce, decision support systems, knowledge management, and more; and the most pervasive presence of information technology, including studies and research on knowledge management, the human side of ICT, ICT in healthcare, and virtual organizations, among many others. Addressing many of the fundamental issues of information communication technology, the Encyclopedia of Information Communication Technology will be a top-shelf resource for any reference library.
Categories: Business & Economics

WSIS and Rest of Us

WSIS and Rest of Us

m ) Strengthening the creation of quality e - content , at national , regional and
international levels . n ) Promoting the ... and populations in developing countries
and using , inter alia , radio and television as educational and learning tools ... 9 )
Incorporating regulatory , self - regulatory ... young people from abuse and
exploitation through ICTs into national plans of action and e - strategies . r )
Promoting ...

Author:

Publisher:

ISBN: STANFORD:36105123878360

Category: Information society

Page: 132

View: 667

Categories: Information society

I Can t Find My Grandma on the Internet

 I Can t Find My Grandma on the Internet

A Study of Project Work Using ICT as a Mediating Artefact May Britt Postholm.
Gudmundsdottir , S ... In R . Gomm , M . Hammersley & P . Foster ( eds . ) , Case
Study ... Self - regulated learning : Implications for the design of instructional
media .

Author: May Britt Postholm

Publisher:

ISBN: STANFORD:36105122679579

Category:

Page: 411

View: 959

Categories:

Education Tools for Entrepreneurship

Education Tools for Entrepreneurship

This book examines education in entrepreneurship through an action-learning environment that uses educational innovation tools.

Author: Marta Peris-Ortiz

Publisher: Springer

ISBN: 9783319246574

Category: Business & Economics

Page: 247

View: 457

This book examines education in entrepreneurship through an action-learning environment that uses educational innovation tools. It explores various education tools, technology tools and pedagogical methods being implemented into university curriculums around the world. Entrepreneurship in society is rapidly gaining popularity as entrepreneurial activities aimed to create social value are fundamental in the development of an innovative, sustainable economy. This notion has been encouraging universities to incorporate entrepreneurship-related competencies into the curriculums of almost all subjects. Thus, developing an action-learning environment with educational innovation tools, technology tools and pedagogical methods is becoming increasingly important to universities. Students must be fully prepared to face the many challenges in the world and to help develop an innovative and sustainable economy. Universities should therefore promote active learning through innovation so that students can become active participants in their learning. Featuring contributions and case studies from academics, researchers and practitioners from around the world, the is book provides international perspective into entrepreneurship education and innovation.
Categories: Business & Economics

Patterns in Student Learning

Patterns in Student Learning

... rapid developments in Information and Communication Technology (ICT) have
led to the need for flexible, selfregulated ... This in turn, sets changing demands
for higher education where further fostering these meaning oriented learning ...

Author: Gert Vanthournout

Publisher: Maklu

ISBN: 9789044128710

Category: Education

Page: 220

View: 985

The research presented in this dissertation is concerned with patterns in students learning in higher education form a person-oriented perspective and a longitudinal perspective.
Categories: Education

User centered Design of Online Learning Communities

User centered Design of Online Learning Communities

... Wiki Videoconference « Activity Theory » « Distributed Cognition > abler
mentors , can foster learning , and that ICT can augment the scale and scope of
such interactions . These basic assumptions are rooted in social constructivist
theories , which are amalgamated from Dewey ' s ( 1925 ... Enable novices to
engage in self - regulated learning with simplified navigation ; effective menus ,
indices , table ...

Author: Niki Lambropoulos

Publisher: IGI Global

ISBN: STANFORD:36105123545399

Category: Computers

Page: 403

View: 466

"This book is anchored in the concept that information technology empowers and enhances learners' capabilities adopting a learning summit on using the machine for the augmentation of human intellect for productivity, improvement, and innovation at individual, organizational, societal, national, and global levels"--Provided by publisher.
Categories: Computers

South African Journal of Higher Education

South African Journal of Higher Education

UNISA uses various ICTs to create a blended mode of delivery and ensure
greater access by the learners , enhance interactivity between ... learning and the
learner must of necessity develop efficient learning skills which encourage and
foster learner independence . ... Though distance learners are self regulating , it
is important that they interact with the learning materials through more than one
form of ...

Author:

Publisher:

ISBN: STANFORD:36105131491073

Category: Education, Higher

Page:

View: 536

Categories: Education, Higher