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Special Issue "Motivating and Supporting Self-Regulated Learning: Pedagogical and Technological Perspectives"
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: closed (31 July 2018).
You are invited to contribute your work to this Special Issue: “Motivating and Supporting Self-Regulated Learning: Pedagogical and Technological Perspectives”.
Self-Regulated Learning (SRL) is a term that can be used to describe an individual’s ability to develop a skill set allowing him/her to learn in a number of different ways. According to the well-established literature in this field, SRL is an active and constructive process where learners set themselves goals that enable them to monitor, regulate and control their cognition, motivation and ensuing behaviour within the contextual features of their environment. Thus, SRL can be perceived to be, in rather more simplistic terms, as learning how to learn.
Since the 1980s, a number of researchers have proposed a variety of theoretical frameworks and models that outline SRL in terms of learning targets, guidance and potential planning mechanisms. More recently, the emergence of Technology-Enhanced Learning (TEL) environments, such as Personal Learning Environments (PLEs), offers opportunities to enhance the necessary SRL skills, especially metacognitive abilities. Additionally, the deployment of Learning Analytics tools in a variety of TEL environments can potentially motivate and support SRL via awareness and reflection upon an individual’s learning process. Open Educational Resources and the advancing Open Education movement also offer greater control to learners over acquiring the most suitable resources for their learning needs and goals.
This Special Issue will address the latest developments in the field of SRL, both from a technological as well as pedagogical perspective. Contributions are expected to address how SRL can be motivated and supported with the use technologies, such as TEL environments, PLEs and Learning Analytics, which are grounded on different pedagogical approaches. Experiences and best practices from the fields of formal, informal, non-formal education, as well as workplace learning, are particularly welcome.Dr. Alexander Mikroyannidis
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access quarterly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
- self-regulated learning
- learning analytics
- open education
- open educational resources
- Technology-Enhanced Learning
- personal learning environments
- formal education
- informal education
- non-formal education
- workplace learning