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Selbstreguliertes Lernen und (technologiebasierte) Bildungsmedien

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Handbuch Bildungstechnologie

Zusammenfassung

Das vorliegende Kapitel gibt einen Überblick über selbstreguliertes Lernen und dessen Bedeutung in Bezug auf technologiebasierte Bildungsmedien. Es wird dargelegt, dass selbstreguliertes Lernen die effektive Nutzung technologiebasierter Bildungsmedien unterstützen kann, da der Lernende die Anforderungen durch die Anwendung geeigneter kognitiver, metakognitiver und motivationaler Lernstrategien systematisieren und strukturieren kann. Darüber hinaus wird erläutert, wie technologiebasierte Bildungsmedien genutzt werden können, um vor allem metakognitive SRL-Strategien zeitgemäß zu fördern.

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Notes

  1. 1.

    Im Folgenden werden unter dem Begriff „technologiebasierte Bildungsmedien“ digitale Lernumgebungen aller Art zusammengefasst (computerbasiert, webbasiert, hypermedial), mit denen der Lernende sich selbst Inhalte jeglicher Art aneignen kann.

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Authors and Affiliations

  1. Empirische Schul- und Unterrichtsforschung, Universität des Saarlandes, Saarbrücken, Deutschland

    Franziska Perels & Laura Dörrenbächer

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  1. Franziska Perels
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  2. Laura Dörrenbächer
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Correspondence to Franziska Perels .

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Editors and Affiliations

  1. Universität des Saarlandes, Saarbrücken, Germany

    Helmut Niegemann

  2. Universität des Saarlandes, Saarbrücken, Germany

    Armin Weinberger

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Perels, F., Dörrenbächer, L. (2020). Selbstreguliertes Lernen und (technologiebasierte) Bildungsmedien. In: Niegemann, H., Weinberger, A. (eds) Handbuch Bildungstechnologie. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-54368-9_5

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  • DOI: https://doi.org/10.1007/978-3-662-54368-9_5

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