Technology Enhanced Learning Environments for self‐regulated learning: a framework for research

Abstract

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 Enhanced Learning Environments (TELEs). While there is some evidence that these TELEs have the potential to foster SRL, there is only little research on the question as to whether they will indeed do so. There are empirical studies which try to relate aspects of TELEs to learning outcomes and SRL, but it seems to be difficult to get a more holistic picture. This is probably due to the fact that SRL in TELEs is an extremely complex phenomenon. Researchers have only recently begun to apply maturity modelling to the realm of education which might do justice to this complexity. In this contribution, a framework for research on SRL in TELEs based on maturity modelling will be proposed.

Keywords:

• ICT‐based learning
• self‐regulated learning
• Technology Enhanced Learning
• Technology Enhanced Learning Environments

Notes

1. ‘Self‐regulated learning in Technology Enhanced Learning Environments at university level: A peer review (TELEPEERS)’, January 2004 to January 2006, with financial support from the European Commission, see http://www.lmi.ub.es/telepeers/ (accessed March 15, 2008).

2. The TELE‐SRL as well as the TELESTUDENTS‐SRL are available in the nine languages of the consortium; they can be downloaded from http://www.lmi.ub.es/taconet/ (accessed March 15, 2008). An online version is also available in English.