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    A Theoretical Framework of Self-Regulated Learning with Web-Based Technologies

    190705_190705.pdf (214.6Kb)
    Access Status
    Open access
    Authors
    Zhao, Peter
    Johnson, Genevieve
    Date
    2012
    Type
    Conference Paper
    
    Metadata
    Show full item record
    Citation
    Zhao, Peter and Johnson, Genevieve. 2012. A Theoretical Framework of Self-Regulated Learning with Web-Based Technologies, in Association for the Advancement of Computers in Education (ed), Global Conference on Technology, Innovation, Media and Education (TIME), Feb 7 2012, pp. 163-168. Online: Association for the Advancement of Computers in Education.
    Source Title
    Proceedings of Global TIME 2012
    Source Conference
    Global Conference on Technology, Innovation, Media and Education (TIME)
    Additional URLs
    http://www.editlib.org/p/39417
    Remarks

    Available at www.editlib.org

    Copyright by AACE. Reprinted from the proceedings of the 2012 Global Conference on Technology, Innovation, Media and Education (TIME) with permission of AACE (http://www.aace.org).

    URI
    http://hdl.handle.net/20.500.11937/18855
    Collection
    • Curtin Research Publications
    Abstract

    In the context of web-based technologies (WBT), a framework of self-regulated learning (SRL) is presented. SRL involves the cyclical actions of 1) task comprehension, 2) planning, 3) formation of strategies and 4) evaluating strategy effectiveness. A SRL with WBT framework is presented and suggests that SRL is a consequence of learner characteristics and supportive digital technologies to deliver learning strategies. Learner characteristics such as self-efficacy, experience, goal orientation, motivation, task-value beliefs and gender influence the use of SRL strategies and technology. WBTs facilitate the delivery of instructional strategies to support SRL by providing teachers and students with accurate, meaningful and accessible information. Such a paradigm proposes that an understanding of the ongoing reciprocal interactions between the elements of the digital environment and learner characteristics is needed to enhance SRL.

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