Franziska Aeschlimann
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Research Subjects
Franziska Aeschlimann has a total of 7 co-authors. Here are the top co-authors by number of shared publications:
- Audrey Raynault
Université Laval
1 shared publication - Doreen Prasse
Pädagogische Hochschule Schwyz
1 shared publication - Mary Webb
King’s College London, London, UK
1 shared publication - Masanori Yamada
Data-Driven Innovation Initiative, Kyushu University, Fukuoka, Japan
1 shared publication - Michelle Deschênes
Université du Québec à Rimouski
1 shared publication - Sévérine Parent
Université du Québec à Rimouski
1 shared publication
Latest Publications
- Open Access
- 23 August 2024
- Published by Springer Nature in Technology, Knowledge and Learning
- Vol. 29 (4) , 1809-1830
Challenges in Promoting Self-Regulated Learning in Technology Supported Learning Environments: An Umbrella Review of Systematic Reviews and Meta-Analyses
Supporting learners’ self-regulated learning (SRL) processes and skills is crucial for effective learning, especially in online learning environments. In recent years, research on SRL and how it can be supported by technology has proliferated, resulting in many systematic reviews. The aims of this umbrella review are to provide orientation in a growing field, to identify challenges in the design of computer-assisted SRL (CA-SRL) supports and to derive future research needs. We identified and analysed 31 systematic reviews and meta-analyses that investigated SRL supports in computer-based, online and blended learning environments. The synthesis of the reviews highlights the critical importance of adopting comprehensive approaches in designing and implementing CA-SRL supports which integrate a variety of direct and indirect CA-SRL supports across the entire SRL cycle. The findings also call for greater precision in defining and categorising CA-SRL supports and their theoretical foundations to enhance comparability of research in this area. Finally, we conclude by providing recommendations for future research and development to effectively promote SRL for learners.
- 23 August 2024
- Published by Springer Nature in Technology, Knowledge and Learning
- Vol. 29 (4) , 1809-1830
Open AccessChallenges in Promoting Self-Regulated Learning in Technology Supported Learning Environments: An Umbrella Review of Systematic Reviews and Meta-Analyses
Supporting learners’ self-regulated learning (SRL) processes and skills is crucial for effective learning, especially in online learning environments. In recent years, research on SRL and how it can be supported by technology has proliferated, resulting in many systematic reviews. The aims of this umbrella review are to provide orientation in a growing field, to identify challenges in the design of computer-assisted SRL (CA-SRL) supports and to derive future research needs. We identified and analysed 31 systematic reviews and meta-analyses that investigated SRL supports in computer-based, online and blended learning environments. The synthesis of the reviews highlights the critical importance of adopting comprehensive approaches in designing and implementing CA-SRL supports which integrate a variety of direct and indirect CA-SRL supports across the entire SRL cycle. The findings also call for greater precision in defining and categorising CA-SRL supports and their theoretical foundations to enhance comparability of research in this area. Finally, we conclude by providing recommendations for future research and development to effectively promote SRL for learners.