Hablar de la calidad de la educacion medica es hablar de la competencia de los medicos que forma una determinada escuela, entendida esta competencia como la suma de las adaptaciones de la practica al conjunto de circunstancias sociales especiales, que ocurren dentro de las barreras situacionales de una dada profesion -la medicina en este caso. La evidencia de esta competencia se produce en el desempeno profesional y la evaluacion de este desempeno solo puede ser hecha despues de la graduacion, en el ambiente concreto de la practica medica. En relacion a la calificacion de la institucion docente este ejercicio seria de tipo retrospectivo por lo menos para el medico que este siendo evaluado y tendria un valor discutible; por otro lado, para la institucion en si, tampoco seria suficiente por no tomar en cuenta los componentes de prestacion de servicios y de investigacion, los cuales son igualmente parte del quehacer de la escuela o facultad (AU).

Self-regulated learning (SRL) subsumes key aspects of the learning process, such as cognitive strategies, metacognition and motivation, in one coherent construct. Central to this construct are the autonomy and responsibility of students to take charge of their own learning. Skills for self-regulation can be encouraged both directly and indirectly through a range of learning activities. In this book we look specifically at the ways in which technology enhanced learning environments (TELEs) have been used to support self-regulation. The book provides an overview of recent studies on SRL in TELEs in Europe – a perspective which is new and has not been articulated hitherto. It addresses conceptual and methodological questions as well as practices in technology enhanced learning. While the focus is on European studies, we are aware that much of the groundwork in the field of SRL has emanated from the United States. The book is divided into three parts: (A) Foundations of SRL in TELEs, (B) Empirical studies on SRL in TELEs and (C) SRL in TELEs: perspectives on future developments. The book presents a rich resource of information for researchers and educators at all levels who are interested in supporting the acquisition of SRL through TELEs.

There is currently a technological revolution taking place in higher education. The growth of e-learning is being described as explosive, unprecedented, and above all, disruptive. This timely and comprehensive book provides a coherent framework for understanding e-learning in higher education. The authors draw on their extensive research in the area to explore the technological, pedagogical and organisational implications of e-learning, and more importantly, they provide practical models for educators to use to realise the full potential of e-learning. A unique feature of the book is that the authors focus less on the ever-evolving technologies and more on the search for an understanding of these technologies from an educational perspective. This book will be invaluable for researchers, practitioners and senior administrators looking for guidance on how to successfully adopt e-learning in their institutions. It will also appeal to anyone with an interest in the impact of e-learning on higher education and society.