Adaptive support for self-regulated learning in digital learning environments

IF 6.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH British Journal of Educational Technology Pub Date : 2024-05-05 DOI:10.1111/bjet.13479

Mohammad Khalil, Jacqueline Wong, Barbara Wasson, Fred Paas

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Abstract

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.

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为数字学习环境中的自我调节学习提供适应性支持

自我调节学习（SRL）研究的核心重点在于发现在数字学习环境中增强学习者能力的方法。随着数字技术在当前人工智能（AI）教育热潮中的不断发展，支持自律学习的理论、经验和方法上的细微差别正在出现，并为学习者提供自适应支持和指导的新方法。这种能力为个性化学习体验（包括自适应干预）提供了独特的机会。探索如何应用适应性来提高自学能力是一个重要的新兴研究领域，需要进一步关注。本社论介绍了为数字学习环境中自适应性支持自学学习特别部分撰写的七篇论文。这些论文探讨了与通过技术干预加强自学学习策略有关的各种主题，提出了宝贵的见解，并为这一充满活力的领域的未来发展铺平了道路。

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来源期刊

British Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

15.60

自引率

4.50%

发文量

111

期刊介绍： BJET is a primary source for academics and professionals in the fields of digital educational and training technology throughout the world. The Journal is published by Wiley on behalf of The British Educational Research Association (BERA). It publishes theoretical perspectives, methodological developments and high quality empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training.