Estratégias de aprendizagem autorregulada e formação inicial de professores de Geografia: uma revisão sistemática de literatura1 | Self-regulated learning strategies and initial education of Geography teachers: A systematic literature review

2020 ◽  
Vol 25 ◽  
pp. 1
Author(s):  
Liz Cristiane Dias ◽  
Evely Boruchovitch
Keyword(s):  
Literature Review ◽  
Learning Strategies ◽  
Systematic Literature Review ◽  
Electronic Library ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
America Latina

Este artigo objetiva averiguar, com base em uma revisão sistemática de literatura, o investimento em estratégias de ensino e aprendizagem autorregulada em cursos de Licenciatura em Geografia. Os dados foram coletados nas bases de dados Scientific Electronic Library Online, Red de Revistas Cientificas de America Latina y el Caribe, España y Portugal e na Plataforma Sucupira da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior em periódicos da Geografia com classificação Qualis A1, A2 e B1 dos últimos cinco anos. A busca pelos trabalhos teve como resultado o total de 154 artigos. Destes, apenas 25 tratavam especificamente da formação inicial de professores e, dentre estes, apenas 8 atendiam às demandas da pesquisa. Os resultados revelaram a necessidade de mais investimento em programas de intervenção em estratégias de aprendizagem e a necessidade de pesquisas futuras que disseminem na Geografia a temática da autorregulação.

scholarly journals MOOCS & PARTICIPATION INEQUALITIES IN DISTANCE EDUCATION: A SYSTEMATIC LITERATURE REVIEW 2009-2019

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Ioannis Zafras ◽  
Apostolos Kostas ◽  
Alivizos Sofos
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Online Courses ◽  
Positive Impact ◽  
Geographical Location ◽  
Professional Status ◽  
Self Regulated Learning ◽  
Scientific Discussion ◽  
Regulated Learning ◽  
Analysis And Synthesis

<p>The extent to which Multiple Open Online Courses (MOOCs) provide an alternative educational model to less privileged social groups is still under investigation. Purpose of this study is to examine how various social, demographic, and educational factors influence learners’ participation in MOOCs. A Systematic Literature Review (SLR) was deployed focusing on empirical research published between 2009-2019. Analysis and synthesis of the literature revealed that both the geographical location and the professional status of learners have a positive impact on self-regulated learning. Learners from North America and Europe have significantly higher levels of ICT and self-regulated learning skills than learners from other regions. Moreover, inequalities persist as most MOOCs users have a better educational and professional background in relation to the general population. This study helps to further understand the profile of the “average MOOC user” and contribute to the related scientific discussion about MOOCs initiative.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0622/a.php" alt="Hit counter" /></p>

Open learner models in supporting self-regulated learning in higher education: A systematic literature review

2020 ◽  
Vol 154 ◽  
pp. 103878 ◽  
Author(s):  
Danial Hooshyar ◽  
Margus Pedaste ◽  
Katrin Saks ◽  
Äli Leijen ◽  
Emanuele Bardone ◽  
...  
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Evaluation of the Self-regulated Learning Model in High Schools: A Systematic Literature Review

2020 ◽  
Vol 8 (10) ◽  
pp. 4792-4806
Author(s):  
Ameliasari Tauresia Kesuma ◽  
Harun Harun ◽  
Zamroni Zamroni ◽  
Himawan Putranta ◽  
Hanif Cahyo Adi Kistoro
Keyword(s):  
High Schools ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Learning Model ◽  
The Self ◽  
Self Regulated Learning ◽  
Regulated Learning
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