Global TIME 

Abstract: In the context of web-based technologies (WBT), a framework of self-regulated learning (SRL) is presented. SRL involves the cyclical actions of 1) task comprehension, 2) planning, 3) formation of strategies and 4) evaluating strategy effectiveness. A SRL with WBT framework is presented and suggests that SRL is a consequence of learner characteristics and supportive digital technologies to deliver learning strategies. Learner characteristics such as self-efficacy, experience, goal orientation, motivation, task-value beliefs and gender influence the use of SRL strategies and technology. WBTs facilitate the delivery of instructional strategies to support SRL by providing teachers and students with accurate, meaningful and accessible information. Such a paradigm proposes that an understanding of the ongoing reciprocal interactions between the elements of the digital environment and learner characteristics is needed to enhance SRL.

Abstract: This pilot project was situated in a new and small college in urban Houston. Part of its inauguration, all freshman students were given iPads in Fall 2011. After the distribution of iPads, students and faculty were not provided with any specific guidance and directions on how to use iPads in the classroom. The purpose of the study is to gain an understanding of the opportunities and challenges faculty face as they use iPads for teaching and the opportunities and temptations students face when using iPads. This study attempts to answer questions including whether the faculty utilized iPads when teaching, if so, in what ways they incorporated them, what are faculty’s plans to use iPads, in what conditions they would regularly use them, whether they believe that iPads are distractions in the class. Similarly, students are asked in what ways they used iPads, and whether they would like to see their professors using them actively for teaching.

Abstract: WAGGGS, the World Association of Girl Guides and Girl Scouts, is the umbrella organization for Member Organizations from 145 countries around the world. As such one of its remits is to provide programmes that promote leadership development and opportunities for girls and young women to advocate on issues they care about. One of the ways WAGGGS is exploring to do this more widely and efficiently is through the use of digital technologies. This paper presents the results of an audit undertaken of the technologies already used by potential participants in online communities and courses and investigates the challenges faced in using technology to facilitate learning, within this context.