The Potential for Digital Technology to Support Self-Directed Learning in Formal Education of Children: A Scoping Review

Autor/inn/en	Morris, Thomas Howard; Rohs, Matthias
Titel	The Potential for Digital Technology to Support Self-Directed Learning in Formal Education of Children: A Scoping Review
Quelle	In: Interactive Learning Environments, 31 (2023) 4, S.1974-1987 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morris, Thomas Howard) ORCID (Rohs, Matthias)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2020.1870501
Schlagwörter	Educational Technology; Independent Study; Technology Uses in Education; Student Role; Constructivism (Learning); Taxonomy; Problem Solving; Learning Processes; Teacher Role; Context Effect + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Selbststudium; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Taxonomie; Problemlösen; Learning process; Lernprozess; Lehrerrolle
Abstract	Self-directed learning is a critical competence for living and working in our increasingly complex and unpredictable world. The concept of self-directed learning grew out of the adult learning field and scholars highlight the need to examine how self-directed learning competence can be fostered during childhood. However, there are very few empirical studies that seek to understand how self-directed learning is facilitated in the formal education of children in our digital age. In order to review empirical studies that contribute toward understanding this research question, a literature search was conducted. The potential for digital technology to support learners in this process was highlighted in the studies reviewed, but commonly learners lacked the competence to use digital technologies for educational purposes. Learners often required support, especially with the planning and reviewing aspects of self-directed learning, as well as guidance regarding how digital technologies can be used effectively for educational purposes. Importantly, studies that focus on understanding the facilitation of self-directed learning in childhood education are seldom. Further studies on self-directed learning in childhood education are vital -- given that this is a fundamental competence for preparing our youth to deal with work and life in our rapidly changing world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01