Adaptive support for self-regulated learning in digital learning environments

被引：1

作者：

Khalil, Mohammad ^{[1
]}

Wong, Jacqueline ^{[2
]}

Wasson, Barbara ^{[1
]}

Paas, Fred ^{[3
,4
]}

机构：

[1] Univ Bergen, Ctr Sci Learning & Technol SLATE, Bergen, Norway

[2] Univ Utrecht, Fac Social & Behav Sci, Dept Educ, Utrecht, Netherlands

[3] Erasmus Univ, Erasmus Sch Social & Behav Sci, Dept Psychol Educ & Child Studies, Rotterdam, Netherlands

[4] Univ New South Wales, Sch Educ, Sydney, NSW, Australia

来源：

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY | 2024年

基金：

荷兰研究理事会;

关键词：

adaptive support; interventions; learning analytics; personalised learning; self-regulated learning (SRL);

D O I：

10.1111/bjet.13479

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

A core focus of self-regulated learning (SRL) research lies in uncovering methods to empower learners within digital learning environments. As digital technologies continue to evolve during the current hype of artificial intelligence (AI) in education, the theoretical, empirical and methodological nuances to support SRL are emerging and offering new ways for adaptive support and guidance for learners. Such affordances offer a unique opportunity for personalised learning experiences, including adaptive interventions. Exploring the application of adaptivity to enhance SRL is an important and emerging area of research that requires further attention. This editorial introduces the contributions of seven papers for the special section on adaptive support for SRL within digital learning environments. These papers explore various themes related to enhancing SRL strategies through technological interventions, offering valuable insights and paving the way for future advancements in this dynamic area.

引用

页数：9

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