scholarly journals Classroom Assessment as Co-Regulated Learning: A Systematic Review

2021 ◽  
Vol 6 ◽  
Author(s):  
Heidi L. Andrade ◽  
Susan M. Brookhart ◽  
Elie ChingYen Yu
Keyword(s):  
Systematic Review ◽  
Classroom Assessment ◽  
Research Literature ◽  
Multiple Sources ◽  
Future Directions ◽  
Self Regulated Learning ◽  
Conceptions Of Assessment ◽  
Technological Tools ◽  
Regulated Learning ◽  
Contemporary Perspective

Current conceptions of assessment describe interactive, reciprocal processes of co-regulation of learning from multiple sources, including students, their teachers and peers, and technological tools. In this systematic review, we examine the research literature for support for the view of classroom assessment as a mechanism of the co-regulation of learning and motivation. Using an expanded framework of self-regulated learning to categorize 94 studies, we observe that there is support for most but not all elements of the framework but little research that represents the reciprocal nature of co-regulation. We highlight studies that enable students and teachers to use assessment to scaffold co-regulation. Concluding that the contemporary perspective on assessment as the co-regulation of learning is a useful development, we consider future directions for research that can address the limitations of the collection reviewed.

scholarly journals Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review

2018 ◽  
Vol 35 (4-5) ◽  
pp. 356-373 ◽  
Author(s):  
Jacqueline Wong ◽  
Martine Baars ◽  
Dan Davis ◽  
Tim Van Der Zee ◽  
Geert-Jan Houben ◽  
...  
Keyword(s):  
Systematic Review ◽  
Online Learning ◽  
Learning Environments ◽  
Online Learning Environments ◽  
Self Regulated Learning ◽  
Regulated Learning

Self-regulated learning in simulation-based training: a systematic review and meta-analysis

2015 ◽  
Vol 49 (4) ◽  
pp. 368-378 ◽  
Author(s):  
Ryan Brydges ◽  
Julian Manzone ◽  
David Shanks ◽  
Rose Hatala ◽  
Stanley J Hamstra ◽  
...  
Keyword(s):  
Systematic Review ◽  
Meta Analysis ◽  
Self Regulated Learning ◽  
Simulation Based ◽  
Regulated Learning

scholarly journals Bridging classroom assessment and self-regulated learning

2020 ◽  
Vol 27 (4) ◽  
pp. 319-331 ◽  
Author(s):  
Christian Brandmo ◽  
Ernesto Panadero ◽  
Therese N. Hopfenbeck
Keyword(s):  
Classroom Assessment ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals The relationship between mobile learning and self-regulated learning: A systematic review

2020 ◽  
Vol 36 (4) ◽  
pp. 151-172
Author(s):  
Agnieszka Palalas ◽  
Norine Wark
Keyword(s):  
Systematic Review ◽  
Mobile Learning ◽  
Self Regulation ◽  
Geographic Location ◽  
Theoretical Models ◽  
Mobile Technologies ◽  
Measurement Instruments ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Relationship

A systematic review of 38 primary research peer-reviewed articles, drawn from six databases and spanning from January 2007 to January 2019, was conducted to determine the principle information that they collectively offered on the relationship between mobile learning (m-learning) and self-regulated learning (SRL). In answering the research questions posed, a synthesis of the following 12 key elements was undertaken: (1) research aims, (2) research methodologies, (3) outcomes, (4) education discipline areas, (5) educational levels, (6) educational contexts, (7) geographic location, (8) time frame, (9) type of device, (10) m-learning and SRL definitions, (11) theoretical models, and (12) m-learning, self-regulation (SR), and SRL variable measurement instruments. The frequency of studies on the relationship between m-learning and SRL increased in more recent years, as did the types of devices used in these studies. More than three quarters of the studies concluded that m-learning enhanced SRL, SRL enhanced m-learning, or m-learning and SRL enhanced other learning factors (e.g., health, curriculum development). Moreover, the relationship between m-learning and SRL was dynamic and complex. A primary recommendation was to intentionally integrate m-learning and SRL into formal curricula guided by informed, technologically adept educators who provided appropriate, ever-decreasing support and scaffolding as learners became more self-determined.   Implications for practice or policy: M-learning research and practice should be founded upon relevant theory and validated definitions of m-learning that consider ever-advancing technologies and related pedagogies that include participatory activities. M-learning designers should ensure that mobile technologies are used intentionally and selectively, guided by clearly defined learning objectives, and integrated into the curriculum by technologically adept educators who provide appropriate, ever-decreasing support and scaffolding as learners become more self-determined. When designing m-learning, educators should consider digital safety and privacy issues.

scholarly journals Autorregulação da Aprendizagem na Educação a Distância: Análise das Produções Científicas Realizadas em Brasil e Portugal no Período de 2010 a 2015

EAD em FOCO ◽  
2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Janaína Copello Quintes Monnerat ◽  
Maria Teresa Ribeiro Pessoa ◽  
Joaquim Armando Gomes Alves Ferreira
Keyword(s):  
Distance Education ◽  
Academic Success ◽  
Learning Strategies ◽  
Self Regulation ◽  
The Self ◽  
Self Regulated Learning ◽  
Technological Tools ◽  
Regulated Learning ◽  
E Learning ◽  
Hypermedia Applications

A sociedade atual, do conhecimento e da informação, requer do ensino superior novas dinâmicas mediadas pelas tecnologias, constituindo-se, nesse contexto, a Educação a Distância como modalidade de ensino privilegiada. Tornam-se relevantes a análise e a compreensão das formas de aquisição de conhecimento nessa modalidade por parte dos alunos, sendo o estudo da variável autorregulação da aprendizagem priorizada dada a sua importância para o sucesso acadêmico dos mesmos. O presente trabalho, após pesquisa guiada pelos atuais e credíveis repositórios português e brasileiro, RCAAP e CAPES, analisou artigos, dissertações de mestrado e teses de doutorado no âmbito da autorregulação da aprendizagem na Educação a Distância publicados no Brasil e em Portugal no período de 2010 a 2015. Os resultados encontrados apontam para quatro abordagens principais: o portfólio, como instrumento com imenso potencial da aprendizagem autorregulada; as estratégias de aprendizagem como extremamente importantes nos processos de autorregulação; estudos centrados no tutor e na forma como estes podem promover a autorregulação nos alunos; e, por último, as TIC, ou seja, as aplicações hipermédia como apoio à aprendizagem autorregulada. São necessários estudos mais aprofundados sobre este tema, incluindo a ampliação das plataformas de busca para um resultado mais abrangente.Palavras-chave: Autorregulação, E-learning, Educação a Distância. Self Regulation of Learning in the E-Learning Area - Analysis of the Scientific Works Performed in Brazil and Portugal in the Period of 2010 to 2015AbstractHigher education includes an integration of various technological tools and distance education is constituted as a privileged mode of education. It is relevant to the analysis and understanding of the ways of acquiring knowledge by the students and the study of self-regulation variable prioritized learning given its importance for academic success thereof. This study analyzed articles, dissertations and theses PhD under the Self-Regulation of Learning in Distance Education published in Brazil and Portugal in the period 2010 to 2015 in RCAAP's and CAPES's databases. The results point to four main approaches: the portfolio as a tool with great potential of self-regulated learning; learning strategies as extremely important in the self-regulation processes; studies centered tutor and how these may promote self-regulation in students; and, finally, ICT, so hypermedia applications like self-regulating support for learning. Further studies are needed on this topic including the expansion of search platforms to a broader result.Keywords: Self regulation, E-learning, Distance education.

How Is HEL Relevant to Me?

2017 ◽  
Author(s):  
Sonja L. Lanehart
Keyword(s):  
English Language ◽  
Research Literature ◽  
Learning Sciences ◽  
Intellectual Curiosity ◽  
College Teachers ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
History Of ◽  
Student Question

This chapter discusses teaching the History of the English Language (HEL) as a sociolinguist and being guided by three areas in learning sciences: goals, self-regulated learning, and interest, particularly social and personal. Specifically, this chapter addresses the age-old student question, “How is this relevant to me?” Part of our job as college teachers involves getting students to realize the practicality of a course for their needs (e.g., “I need to take this class in order to graduate”), and another part is to acknowledge (or awaken in some cases) their intellectual curiosity (e.g., “I’ve always wondered why “knight” is spelled with letters that aren’t even pronounced”). This chapter provides examples of instruction and assignments that correspond to research literature on goals and interest with respect to teaching and self-regulated learning more broadly and teaching HEL from the perspective of a sociolinguist more specifically.

Self-Regulated Learning and Online Learning: A Systematic Review

2017 ◽  
pp. 143-154 ◽  
Author(s):  
Noor Latiffah Adam ◽  
Fatin Balkis Alzahri ◽  
Shaharuddin Cik Soh ◽  
Nordin Abu Bakar ◽  
Nor Ashikin Mohamad Kamal
Keyword(s):  
Systematic Review ◽  
Online Learning ◽  
Self Regulated Learning ◽  
Regulated Learning
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