Education and ICT-based self-regulation in learning: Theory, design and implementation

Mooij, T. (2009). Education and ICT-based self-regulation in learning: Theory, design and implementation. Education and Information Technologies, 14(1), 3-27.Pupils attaining relatively low or high standards compared with most other pupils may come to experience motivation and achievement problems leading to final dropout from education. To overcome these problems, a systemic educational approach is presented. Cognitive, social, motivational and self-regulative aspects of learning tasks and learning processes are related to instructional and wider educational contexts. The result is a ‘contextual learning theory’ which specifies three sets of educational conditions to improve learning: (1) differentiation of learning materials and procedures; (2) integration and support by Information and Communication Technology; and (3) strategies to improve development and learning. Information is provided about characteristics and development of pedagogical-didactic and software prototypes. The prototypes are tried out in practice in Dutch pre-school and primary and secondary education. First implementation results are discussed