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Technology, Pedagogy and Education

October 2008 Volume 17, Number 3

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Table of Contents

Number of articles: 6

  1. Self-Regulated Learning in Technology Enhanced Learning Environments: An Investigation with University Students

    Dominique Lenne, Marie-Helene Abel, Philippe Trigano & Adeline Leblanc

    In Technology Enhanced Learning Environments, self-regulated learning (SRL) partly relies on the features of the technological tools. The authors present two environments they designed in order to ... More

    pp. 171-181

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  2. Does a Community of Learners Foster Self-Regulated Learning?

    Jos Beishuizen

    Although self-regulated learning is considered as a characteristic of individual students, the question may be raised as to whether a community of learners with its emphasis on inquiry learning in ... More

    pp. 183-193

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  3. Self-Regulated Learning in Virtual Communities

    Manuela Delfino, Giuliana Dettori & Donatella Persico

    This paper investigates self-regulated learning (SRL) in a virtual learning community of adults interacting through asynchronous textual communication. The investigation method chosen is... More

    pp. 195-205

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  4. Community and Social Network Sites as Technology Enhanced Learning Environments

    Thomas Ryberg & Ellen Christiansen

    This paper examines the affordance of the Danish social networking site Mingler.dk for peer-to-peer learning and development. With inspiration from different theoretical frameworks, the authors... More

    pp. 207-219

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  5. Technology Enhanced Learning Environments for Self-Regulated Learning: A Framework for Research

    Karl Steffens

    Self-regulated learning (SRL) has become an important topic in education during the last three decades. At the same time, advances in technology have made it possible to create complex Technology... More

    pp. 221-232

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  6. Managers', Teachers' and Learners' Perceptions of Personalised Learning: Evidence from Impact 2007

    Jean Underwood & Phil Banyard

    The opening premise of this paper is that education must change but that the nature and direction of that change is uncertain. In England, but not necessarily the UK as a whole, the policy is to... More

    pp. 233-246

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