Most studies on SRL and on SRL in TELEs focus on how learners actually self-regulate their learning and on the impact this may have on their academic performance. There are fewer publications on how to teach SRL and very few studies how this kind of teaching may be justified from a theoretical point of view.

In the first contribution, Karl Steffens from Cologne University in Germany explores the relationship between European approaches in didactics as the art or the science of teaching and SRL in TELEs. While classical models of didactics are teacher-oriented, SRL is learner-oriented. Didactical concepts and the concept of SRL therefore seem to be almost mutually exclusive concepts. Newer approaches in didactics, particularly those of media didactics seem to be much less alien to the concept of SRL , however.

Improvement of learning, including self-regulation as the motor of learning, can be a problem if the identification of relevant information, or its adequate understanding, are not self-evident in school. Examples concern the promotion of learning processes and outcomes for highly able pupils and for pupils with social and emotional problems. Ton Mooij and Renske Mass from Radboud University in Nijmegen introduce a multilevel ICT design to support education and learning and to help students develop their SRL skills.

The improvement of SRL skills is also an important topic in the contribution of  the research team from Italy (Daniele Capuano, Maria Tagarelli De Monte, Matteo La Grassa, Maria Roccaforte and Elena Tomasuolo). The group presents first results of a project on the development of a Deaf-centered E-Learning Environment (DELE) for promoting literacy and SRL skills in young and adult prelinguistic deaf learners.