Education and ICT-based self-regulation in learning: Theory, design and implementation

Authors:
Ton Mooij
Affiliations:
OTEC, Open University of The Netherlands, Heerlen, The Netherlands and ITS, Radboud University, Nijmegen, The Netherlands 6500
Venue:
Education and Information Technologies
Year:
2009

Citing 8
Cited 2

Children as computer users: the case of collaborative learning

Computers & Education
Key lessons for the design and integration of virtual environments in secondary science

Computers & Education
The design and the formative evaluation of an adaptive educational system based on cognitive styles

Computers & Education
The Role of Play in the Pedagogy of ICT

Education and Information Technologies
The Computer as Scaffold, Tool and Data Collector: Children Composing with Computers

Education and Information Technologies
"The Machine Stops": One School's Rejection of Integrated Learning Systems

Education and Information Technologies
An Evaluation of the Quality of ICT Teaching within an ICT-Rich Environment: The Case of Two Primary Schools

Education and Information Technologies
MUST: a method for participatory design

Human-Computer Interaction

Knowledge articulation dialog increases online university science course outcomes

Education and Information Technologies
E-Learning Effectiveness in a Quantitative Course: Theoretical Versus Industry-Related Discussion and Exam Questions

International Journal of Information and Communication Technology Education

Quantified Score

Hi-index	0.00

Visualization

Abstract

Pupils attaining relatively low or high standards compared with most other pupils may come to experience motivation and achievement problems leading to final dropout from education. To overcome these problems, a systemic educational approach is presented. Cognitive, social, motivational and self-regulative aspects of learning tasks and learning processes are related to instructional and wider educational contexts. The result is a `contextual learning theory' which specifies three sets of educational conditions to improve learning: (1) differentiation of learning materials and procedures; (2) integration and support by Information and Communication Technology; and (3) strategies to improve development and learning. Information is provided about characteristics and development of pedagogical-didactic and software prototypes. The prototypes are tried out in practice in Dutch pre-school and primary and secondary education. First implementation results are discussed.