To be able to self-regulate one’s own learning is being considered to be one of the 21st century key competences. In our European societies lifelong learning is becoming increasingly important, i.e. learning is not only taking place in school, but also out of school and beyond school. Nonetheless, school remains one of the most important places for learning. In our schools, we observe a gradual shift from a teacher-oriented paradigm to a learner-oriented paradigm. Self-regulated learning (SRL) is therefore becoming increasingly important in education. While there seems to be a clearly established model of self-regulated learning (cf. Zimmerman,  2000 ), it is less then clear how ICTs may help students to acquire, maintain and improve SRL strategies. Devolder et al. (2012), for instance, did a study on the effect of scaffolding in technology enhanced learning environments and on the basis of their analysis made suggestions as to which kind of scaffolding might be appropriate for which kind of SRL processes. At the same time, the question is not only how ICT-based learning environments may support SRL, but also to what extent these environments actually require SRL competences.

The symposium is intended to be presented in two parts with four contributions per part. Altogether, we have eight presentations from authors from six European countries and one from the U.S. The first part of the symposium addresses technology enhanced SRL-learning strategies in pre-school and school students. The second part focuses on SRL in ICT-based learning environments in higher education.

Ton Mooij from Radboud University Nijmegen (ITS) and Open University of the Netherlands (CELSTEC) in the Netherlands presents a theoretical framework based on pedagogical, didactical and organisational considerations which he suggests should be implemented in schools to improve learning and self-regulation by using ICTs. He also reports on atwo-year experimental intervention project based on his theoretical framework which was conducted in 37 Dutch preschools with 1,247 preschoolers. Results show that optimal education supports cognitively gifted preschoolers’ development in cognitive achievement and their behaviour in social and motivation respects.

Fátima Duarte and her colleagues from the University of Lisbon in Portugal present the results of an empirical study of the learning paths of eight secondary school students who were working with the Internet. The authors wanted to find out how these students managed to collect information and self-regulate their learning. Interviews and stimulated recall helped these students to better understand how they actually went about self-regulation. The authors will discuss implications of their methodology in educational contexts.

Paula da Costa Ferreira and her colleagues from the University of Lisbon in Portugal studied the effects of a training in SRL in ICT-based learning environments. They analysed longitudinal data of 44 primary school students (diaries and performance measures) and found that students in the experimental group were more strategic in their intentions to learn, anticipations of learning outcomes and self-reflections; they also showed greater improvement in oral performance and in gaining vocabulary.

Finally, Maureen Andrade from Utah Valley University in the U.S. reports on a teacher response strategy in an online English language course aimed at improving self-regulated writing skills.  The feedback provided by the teacher to all members of the class require these to monitor and revise their own writing.

Devolder, A., van Braak, J. & Tondeur, J. (2013). Supporting self-regulated learning in computer-based learning environments: systematic review of effects of scaffolding in the domain of science education. Journal of Computer Assisted Learning, 28 , 1-17.

Zimmerman, B.J. (2000). Attaining self-regulation: A social cognitive perspective. Pp. 13-39 in M.Boekaerts, P.Pintrich & M.Zeidner (Eds). Handbook of Self-Regulation. New York: Academic Press.