Self-regulation of learning in the context of modern technology: a review of empirical studies

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F23%3A63566038" target="_blank" >RIV/70883521:28150/23:63566038 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/10.1108/ITSE-02-2023-0030" target="_blank" >https://doi.org/10.1108/ITSE-02-2023-0030</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1108/ITSE-02-2023-0030" target="_blank" >10.1108/ITSE-02-2023-0030</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Self-regulation of learning in the context of modern technology: a review of empirical studies

Popis výsledku v původním jazyce

Purpose: Self-regulation is the level of learning where the learner becomes an active agent in their learning process in terms of activity and aspects of motivation and metacognition. The current paper mostly deals with the metacognitive aspect. The purpose of this study is to gain insight into self-regulation of learning in the context of modern technology in higher education. This study also aims to highlight the direction, tendencies and trends toward which self-regulation of learning is moving in relation to modern technologies. Design/methodology/approach: The review study was compiled via searches in three databases: Scopus, Web of Science and ERIC. A filter was used to search for empirical studies solely in English, published over the past decade on the topics of self-regulation of learning and technology in higher education. Findings: The findings clearly show a correlation between self-regulation of learning and modern technology, especially after a significant event such as the Covid-19 pandemic. However, in the wake of this change, the field of education has seen the emergence of methods and new platforms that can provide support for the development of self-regulated learning strategies. Originality/value: The originality of the study lies in the fact that it focuses on the link between self-regulation of learning and modern technologies in higher education, including some predictions of the future direction of self-regulation of learning in this context.

Název v anglickém jazyce

Self-regulation of learning in the context of modern technology: a review of empirical studies

Popis výsledku anglicky

Purpose: Self-regulation is the level of learning where the learner becomes an active agent in their learning process in terms of activity and aspects of motivation and metacognition. The current paper mostly deals with the metacognitive aspect. The purpose of this study is to gain insight into self-regulation of learning in the context of modern technology in higher education. This study also aims to highlight the direction, tendencies and trends toward which self-regulation of learning is moving in relation to modern technologies. Design/methodology/approach: The review study was compiled via searches in three databases: Scopus, Web of Science and ERIC. A filter was used to search for empirical studies solely in English, published over the past decade on the topics of self-regulation of learning and technology in higher education. Findings: The findings clearly show a correlation between self-regulation of learning and modern technology, especially after a significant event such as the Covid-19 pandemic. However, in the wake of this change, the field of education has seen the emergence of methods and new platforms that can provide support for the development of self-regulated learning strategies. Originality/value: The originality of the study lies in the fact that it focuses on the link between self-regulation of learning and modern technologies in higher education, including some predictions of the future direction of self-regulation of learning in this context.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Interactive Technology and Smart Education

ISSN

1741-5659

e-ISSN

1758-8510

Svazek periodika

neuveden

Číslo periodika v rámci svazku

neuvedeno

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

22

Strana od-do

—

Kód UT WoS článku

001043970300001

EID výsledku v databázi Scopus

2-s2.0-85166936810