scholarly journals Η αυτορρυθμιζόμενη μάθηση στο πλαίσιο της εκπαιδευτικής αξιοποίησης του Word-Press σε συνεργατικά περιβάλλοντα μάθησης - “Self-regulated learning as part of WordPress's educational development in collaborative learning environments”

2020 ◽  
Vol 10 (2Α) ◽  
pp. 190
Author(s):  
Γεώργιος (Georgios) Γεωργιάδης (Georgiadis) ◽  
Αλιβίζος Σοφός
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Content Management ◽  
Study Data ◽  
Online Learning Environment ◽  
Self Regulated Learning ◽  
Management Platform ◽  
Regulated Learning

Ο σκοπός της παρούσας εργασίας είναι να μελετήσει το κατά πόσο ένα ηλεκτρονικό περιβάλλον εκπαίδευσης για την εξ αποστάσεως διδασκαλία, που δημιουργήσαμε με την χρήση της αυτορρυθμιζόμενης μάθησης σε συνεργατικά περιβάλλοντα μάθησης μπορεί να βοηθήσει τους εκπαιδευτικούς στην εκμάθηση της πλατφόρμας WordPress. Το εκπαιδευτικό πρόγραμμα σχεδιάστηκε και υλοποιήθηκε στην πλατφόρμα διαχείρισης περιεχομένου WordPress. Ο συνολικός αριθμός των εκπαιδευομένων που παρακολούθησαν και διεκπεραίωσαν το σύνολο των δραστηριοτήτων του εργαστηρίου ήταν 81 άτομα. Στην παρούσα έρευνα, η συλλογή των δεδομένων έγινε με τη χρήση των στατιστικών της χρήσης της πλατφόρμας Wordpress, τα αποτελέσματα από τις δραστηριότητες που πραγματοποίησαν οι χρήστες της εκπαιδευτικής πλατφόρμας και τρία ερευνητικά εργαλεία. Τα ευρήματα της έρευνας είναι ότι το ηλεκτρονικό περιβάλλον εκπαίδευσης για την εξ αποστάσεως διδασκαλία που δημιουργήσαμε με την χρήση της αυτορρυθμιζόμενης μάθησης σε συνεργατικά περιβάλλοντα μάθησης με την αξιοποίηση της πλατφόρμας WordPress μπορεί να ενισχύσει τους παράγοντες και τις διαστάσεις της αυτορρυθμιζόμενης μάθησης καθώς και της συνεργατικής μάθησης των εκπαιδευόμενων. Τα μέσα του ηλεκτρονικού περιβάλλοντος της πλατφόρμας WordPress που σχετίζονται με την αυτορρυθμιζόμενη μάθηση και χρησιμοποιούνται από τους εκπαιδευόμενους είναι τα βίντεο, το φόρουμ, οι ομάδες συζητήσεων και το εκπαιδευτικό υλικό. Επιπλέον το ηλεκτρονικό περιβάλλον εκπαίδευσης μπορεί να καλύψει τις εκπαιδευτικές ανάγκες των εκπαιδευομένων σε σχέση με την διδασκαλία που γίνεται στην τάξη τους και μπορεί να συνεισφέρει στην καλύτερη κατανομή του διδακτικού χρόνου του μαθήματος. Τέλος διαπιστώθηκε ότι το ηλεκτρονικό περιβάλλον εκπαίδευσης μπορεί να ενισχύσει τα μαθησιακά αποτελέσματα των εκπαιδευομένων.The purpose of the present work is to study whether an online learning environment for distance learning that we have created using self-regulated learning in collaborative learning environments can help teachers in learning the WordPress platform. The tutorial was designed and implemented on the WordPress content management platform. The total number of trainees who attended and completed all the laboratory activities was 81 persons. In the present study, data were collected using Wordpress platform statistics, results from educational platform users' activities, and three research tools. The research findings showed that the e-learning environment we created using self-regulated learning in collaborative learning environments by utilizing the WordPress platform can enhance the factors and dimensions of self-regulated learning as well as collaborative learning. trainees. The tools of the online environment of the WordPress platform related to self-regulated learning and used by trainees are videos, forums, discussion groups and teaching materials. Finally, we found that the online learning environment can meet the educational needs of the learners in relation to the classroom teaching, can contribute to a better distribution of the lesson time and, in addition, enhance the learning outcomes of the learners.

Setting the Stage for Success in an Online Learning Environment

2021 ◽  
pp. 53-59
Author(s):  
Maria Orlando ◽  
Linda Howard
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Online Learning ◽  
Learning Environment ◽  
Student Learning ◽  
Online Learning Environment ◽  
Traditional Classrooms ◽  
Pedagogical Strategies ◽  
Self Regulated Learning ◽  
Regulated Learning

Online learning in higher education has become increasingly popular because of the convenience and flexibility that it provides. Self-regulated learning, which requires students to plan, monitor, and assess their own learning, has been recognized as a key predictor of academic achievement and motivation in student learning. Few students, however, naturally do this. In order to guide students to become self-regulated learners and for these experiences to be successful for both the students and the instructor, instructors should use pedagogical strategies that differ slightly from those they have used in traditional classrooms. The purpose of this chapter is two-fold: to identify some of the challenges presented to students in an online learning environment and to give an overview of some possible solutions that an instructor can implement in order to address those challenges and give students tools to help them to become self-regulated learners.

Metacognitive Development within the Community of Inquiry

2013 ◽  
pp. 30-44 ◽  
Author(s):  
Zehra Akyol
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Knowledge Construction ◽  
Community Of Inquiry ◽  
Online Learning Environment ◽  
Metacognitive Development ◽  
Learning And Cognition

This chapter focuses on metacognition in relation to learning and cognition and discusses the potential of the Community of Inquiry (CoI) Framework to guide metacognitive development in online and blended learning environments. The commonality between metacognition and the community of inquiry is the interplay between internal knowledge construction and collaborative learning activities. In this regard, the CoI framework provides a model of cognition that operationalizes inquiry with the potential to contextualize and understand metacognition in an online learning environment. The metacognitive construct developed using the CoI framework as a theoretical lens is introduced, and the strategies and activities to support metacognition in a community of inquiry are provided.

Setting the Stage for Success in an Online Learning Environment

2018 ◽  
pp. 1-9 ◽  
Author(s):  
Maria Orlando ◽  
Linda Howard
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Online Learning ◽  
Learning Environment ◽  
Student Learning ◽  
Online Learning Environment ◽  
Traditional Classrooms ◽  
Pedagogical Strategies ◽  
Self Regulated Learning ◽  
Regulated Learning

Online learning in higher education has become increasingly popular because of the convenience and flexibility that it provides. Self-regulated learning, which requires students to plan, monitor, and assess their own learning, has been recognized as a key predictor of academic achievement and motivation in student learning. Few students, however, naturally do this. In order to guide students to become self-regulated learners and for these experiences to be successful for both the students and the instructor, instructors should use pedagogical strategies that differ slightly from those they have used in traditional classrooms. The purpose of this chapter is two-fold: to identify some of the challenges presented to students in an online learning environment and to give an overview of some possible solutions that an instructor can implement in order to address those challenges and give students tools to help them to become self-regulated learners.

Using automated time management enablers to improve self-regulated learning

2019 ◽  
pp. 146978741986630 ◽  
Author(s):  
Henry Khiat
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Time Management ◽  
Management Practices ◽  
Self Regulation ◽  
Management Training ◽  
Online Learning Environment ◽  
Self Regulated Learning ◽  
Effective Time ◽  
Regulated Learning

Effective time management is essential for us all, whether students or anyone else. There are many factors which affect how well students manage their time and in what ways. As with everything, some are excellent at managing their time and others are not. As faculty, we can assist our learners to better manage their time, whether this is in the online learning environment or any other. However, studies reveal that the effect of time management training on time management practices varies, and there is therefore a need to explore this further. This study investigates how the practice of time management, an important self-regulated learning enabler, affects learning in the online learning environment. An automated adaptive time management enabling system was used to guide students in managing their time more effectively. The system assisted students in their time management through visual reinforcement, adaptive release, learning monitors and learning motivators. The findings showed that the use of the time management enabling system facilitated and guided the students in studying the course in a consistent manner and aided students in practising more effective time management thus impacting performance. In summary, positive changes were made to their time management behaviours and these subsequently improved their self-regulation.

Perception on research methods course’s online environment and self-regulated learning during the COVID-19 pandemic

2021 ◽  
pp. 204275302110277
Author(s):  
Jose Mari Calamlam ◽  
Fritz Ferran ◽  
Lee Gerard Macabali
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Learning Environment ◽  
Research Methods ◽  
Repeated Measures ◽  
Online Learning Environment ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Online Distance Learning

The COVID-19 pandemic brought an education crisis that forced schools to abruptly shift to online distance learning. Regardless of the challenges in this migration, the teaching–learning process should continue. Self-regulated learning skills are essential in learning in an online environment; hence, the study aims to explore learners’ perception in an online learning environment, self-regulated learning skills, and academic achievement during a research methods course. Perception on the online learning environment, self-regulated learning skills, and academic achievement were collected periodically throughout the online course. The analysis included repeated measures of ANOVA to examine the trends between periods of measurement. A linear regression analysis was used to determine the impact of perception on the online learning environment to self-regulated learning. Results of repeated measures of ANOVA suggest a subtle decrease in the perception of the online learning environment at the start of the course. Still, ratings consistently increased viewing online distance learning the same with pre-quarantine set-up. On the other hand, self-regulated learning remained virtually the same throughout the implementation of research methods online course. A rise in the learning playlist scores has been observed at the start of the research methods course, but scores began to decline at the latter phases of the course. Results of regression analysis imply the influence of perception on the online learning environment on self-regulated learning skills. However, perception does not affect learners’ academic achievement. The study recommends using strategies to further develop perseverance in adjusting to online learning amid initial setbacks. Also, interventions specific to improving learners’ self-regulated learning skills are highly recommended.

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