Research on help seeking has primarily focused on classrooms
interactions that consist primarily of students asking teachers and
peers for help. The rapid emergence of information and
communications technologies and interactive learning environments,
however, requires expanding the help-seeking landscape and
rethinking such critical theoretical issues as the distinction
between help seeking and information search, and whether help
seeking is inevitably a social self-regulated learning strategy.
There is also the need to focus attention on help seeking in the
broader learning enterprise, which includes its role in the
collaboration process, how to support adaptive rather than the
over- or under-reliance on help seeking, as well as to scaffold
help-seeking skills that render the process more efficient and
useful. To examine these and other issues, the present volume
assembled contributions from internationally recognized scholars
and researchers to capture the state of the art and to anticipate
future developments in this expanding field. Its relevance extends
to anyone attempting to understand the role of technology in
education, including educational researchers and teachers who do
now or who expect to use technology to support instruction, and the
rapidly expanding numbers of those developing new technological
applications.
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