Self-regulated learning in technology enhanced learning environments. Problems and promises. Proceedings of the STELLAR TACONET Conference. Universitat de Barcelona, October 1, 2010.

Sonst. Personen	Bartolomé, Antonio (Hrsg.); Bergamin, Per (Hrsg.); Persico, Donatella (Hrsg.); Steffens, Karl (Hrsg.); Underwood, Jean (Hrsg.)
Institution	STELLAR TACONET Conference (2010, Barcelona)
Titel	Self-regulated learning in technology enhanced learning environments. Problems and promises. Proceedings of the STELLAR TACONET Conference. Universitat de Barcelona, October 1, 2010.
Quelle	Aachen: Shaker (2011), 180 S.Verfügbarkeit
Beigaben	Illustrationen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISSN	0945-0920
ISBN	3-8440-0195-6; 978-3-8440-0195-2
Schlagwörter	Problemlösen; Medieneinsatz; Förderung; Schule; Lehrer; Schüler; Lernerfolg; Informelles Lernen; Kooperatives Lernen; Lernen; Lernprozess; Lernumgebung; Lerngemeinschaft; Lernmethode; Computerunterstützter Unterricht; Soziale Software; Hochschulbildung; Vorlesung; Selbststudium; E-Learning; Portfolio; Online; World Wide Web; Deutschland; Frankreich; Griechenland; Großbritannien; Italien; Niederlande; Portugal; Schweiz; USA
Abstract	Self-regulated learning (SRL) subsumes key aspects of the learning process, such as cognitive strategies, metacognition and motivation, in one coherent construct. Central to this construct are the autonomy and responsibility of students to take charge of their own learning. Skills for self-regulation can be encouraged both directly and indirectly through a range of learning activities. In this book the authors look specifically at the ways in which technology enhanced learning environments (TELEs) have been used to support self-regulation. The book provides an overview of recent studies on SRL in TELEs in Europe - a perspective which is new and has not been articulated hitherto. It addresses conceptual and methodological questions as well as practices in technology enhanced learning. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2012/3