Self-Regulated and Technology-Enhanced Learning: A European Perspective

Abstract

Self-regulation of learning, learning to learn, and their potential stimulation by specific information and communication technologies (ICTs) are main topics in European policy. This issue of the European Educational Research Journal (EERJ) focuses on research to develop, integrate and evaluate self-regulation of learning and the potential and actual uses of ICTs in educational practice. In this issue, the authors introduce five articles on self-regulated and technology-enhanced learning representing development and research conducted in preschools, primary and secondary schools, and universities of various countries. This research was presented at two symposia of the European Conference on Educational Research (ECER) in Cádiz (2012). The symposia were part of the ECER network 16 ‘ICT in Education and Training’. The research exemplifies three different models of ICT-based learning, ranging from ‘traditional’ via ‘more flexible’ to ‘optimal’ learning. The authors discuss the main characteristics and outcomes of the five articles. They conclude with theoretical and methodological aspects that may promote further development and research of self-regulated and technology-enhanced learning in a European perspective.