scholarly journals A Competence-based Service for Supporting Self-Regulated Learning in Virtual Environments

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Alexander Nussbaumer ◽  
Eva-Catherine Hillemann ◽  
Christian Gütl ◽  
Dietrich Albert
Keyword(s):  
Virtual Environments ◽  
Conceptual Approach ◽  
Web Based ◽  
Psychological Model ◽  
Learner Model ◽  
Self Regulated Learning ◽  
University Courses ◽  
Regulated Learning ◽  
Learner Centred Learning ◽  
Model Approach

This paper presents a conceptual approach and a Web-based service that aim at supporting self-regulated learning in virtual environments. The conceptual approach consists of four components: 1) a self-regulated learning model for supporting a learner-centred learning process, 2) a psychological model for facilitating competence-based personalization and knowledge assessment, 3) an open learner model approach for visual interaction and feedback, and 4) a learning analytics approach for capturing relevant learner information required by the other components. The Web-based service provides a technical implementation of the conceptual approach, as well as a linkage to existing virtual environments used for learning purposes. The approach and service have been evaluated in user studies in university courses on computer science to demonstrate the usefulness of the overall approach and to get an understanding of some limitations.

HYPERMEDIA DEVELOPMENT AS SELF-REGULATED LEARNING RESOURCES FOR HIGH SCHOOL ENGLISH DEBATING TRAINING

2019 ◽  
Vol 1 (1) ◽  
pp. 39-45
Author(s):  
Ubaidah Ubaidah
Keyword(s):  
High School ◽  
Development Model ◽  
Learning Resources ◽  
High School English ◽  
Web Based ◽  
Self Regulated Learning ◽  
Expert Teacher ◽  
Web Based Learning ◽  
Regulated Learning ◽  
Test Result

This research was aimed to develop Hypermedia as an alternative learning resources that support self-regulated learning implementation for English Debating Training in Highschool. The product was developed by the framework of web-based learning environment development model. To ensure the effectivity of the product, hypermedia was tested on formative and sumative evaluation involving expert, teacher, and students as participants. At the end of the study, the product was found effective which is indicated by (1) 80% of students often use this hypermedia at their home as self-regulated learning resources, (2) the improvement of students debating knowledge which indicated by the improvement test result by 3.3 poin, and (3) outstanding the students’ achievement of debating competencies that 50% of the students have above average debating skills after learning with hypermedia “Enjoy Your Debate!”

The Effects of Web-Enabled Self-Regulated Learning and Problem-Based Learning with Initiation on Students' Computing Skills

2011 ◽  
pp. 1614-1627
Author(s):  
Pei-Di Shen
Keyword(s):  
Online Teaching ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Work Force ◽  
Vocational Schools ◽  
Web Based ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Computing Skills ◽  
E Learning

Vocational degree earners represent a major portion of the work force in Taiwan. However, the reality of computing education in Taiwan’s vocational schools is that it’s not so practically oriented, revealing much room for improvement. In this context, we conducted a quasi-experiment to examine the effects of applying web-based self-regulated learning, web-based problem-based learning with initiation, and their combination to enhance students’ computing skills. Four classes in successive years, with a total of 177 third-year students, were divided into 2 (SRL vs. non-SRL) × 2 (PBL with initiation vs. PBL without initiation) experimental groups. Results were generally positive. Results revealed that the effects of webenabled SRL, web-enabled PBL with initiation, and their combinations on students’ computing skills have significant differences. We hope that the online teaching method applied in this study is also useful for those teachers engaged in e-learning, specifically, in vocational schools.

The Application of Web and Educational Technologies in Supporting Web-Enabled Self-Regulated Learning in Different Computing Course Orientations

2011 ◽  
Vol 7 (1) ◽  
pp. 70-79 ◽  
Author(s):  
Chia-Wen Tsai ◽  
Pei-Di Shen
Keyword(s):  
Online Courses ◽  
Database Management System ◽  
Educational Institutions ◽  
Web Based ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Packaged Software ◽  
Regulated Learning ◽  
Computing Skills ◽  
The Face

Many educational institutions provide online courses; however, the question whether they can be as effective as those offered in the face-to-face classroom format still exists. In addition, it also remains unclear whether every subject is appropriate to be delivered in web-based learning environments. Thus, the authors redesigned two courses with different orientations and conducted a quasi-experiment to examine the effects of web-enabled self-regulated learning (SRL) in different course orientations on students’ computing skills. Four classes with 173 students from the courses ‘Database Management System’ and ‘Packaged Software and Application’ were divided into 2 (Design-oriented vs. Procedural-oriented) × 2 (SRL vs. non-SRL) experimental groups. The results showed that students who received the intervention of web-enabled SRL had significantly higher grades on the examination for certificates than those that did not receive this intervention, whether in design-oriented or procedural-oriented computing courses. Moreover, students in the two different courses had very similar scores, which resulted in non-significant differences in their end-of-term computing skills.

The Effects of Combined Training of Web-Based Problem-Based Learning and Self-Regulated Learning

2011 ◽  
Vol 6 (2) ◽  
pp. 40-50
Author(s):  
Chia-Wen Tsai ◽  
Pei-Di Shen ◽  
Tsang-Hsiung Lee
Keyword(s):  
Course Design ◽  
Problem Based Learning ◽  
Web Page ◽  
Specific Context ◽  
Web Based ◽  
Combined Training ◽  
Self Regulated Learning ◽  
Low Achieving Students ◽  
Study Results ◽  
Regulated Learning

This study explored, via quasi-experiments, the effects of the combined training in web-based problem-based learning (PBL) and self-regulated learning (SRL) on low achieving students’ skill development. Two classes of 76 undergraduates in a one-semester course titled ‘Web Page Programming and Website Planning’ were chosen for this study. Results were generally positive, showing enhanced skills of website planning and higher levels of involvement. This study provided an illustration of a promising course design and its associated implementations in the specific context of low achieving students, for which there is lack of research in the current literature.

The Design and Implementation of Net English Teaching System Based on WEB Technology

2014 ◽  
Vol 687-691 ◽  
pp. 1852-1855 ◽  
Author(s):  
Li Ping Gong
Keyword(s):  
Design Thinking ◽  
Action Learning ◽  
Future Research ◽  
Learning Resources ◽  
Web Based ◽  
College English ◽  
Self Regulated Learning ◽  
Learning Platform ◽  
Regulated Learning ◽  
Evaluation Platform

In this paper, the author first analyze the current situation of the present domestic Web-based college English learning platform, analyze and summarize the problems exists, and propose research objectives of this subject. Then, to explore the guidance of theory that design and develop a web-based college English self-regulated learning platform required for; On this basis, according to relevant learning theories and principles of design and development in light of the characteristics of college English and the actual needs, put forward the overall design thinking of developing a web-based College English self-regulated learning platform, constructed the whole platform, design the function and the database detailed, and to carry out specific development. The platform provides students with learning tools, learning resources, exchange platform, test and evaluation platform; can evaluate the learning action, learning processes and learning outcomes of students, students can understand their own learning from the evaluation platform, and then adjust their own learning to obtain high quality and efficiency of learning. Teachers can also use the course release module to enrich the learning resources and realize to share labor of a number of teachers. In order to test the real application of this platform, tested this platform in practice teaching to analyze self-learning process of the students, and an analysis of the data collated. Finally, sum up the characteristics of the platform, as well as inadequacies, and in the basis, outlook the future research direction and focus for future research.

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