Exploring the Effects of an Optional Learning Plan Tool in Technology-Enhanced Learning

2010 ◽  
pp. 315-333
Author(s):  
Antje Proske ◽  
Susanne Narciss ◽  
Hermann Körndle
Keyword(s):  
Learning Environment ◽  
Tool Use ◽  
Self Regulation ◽  
Technology Enhanced Learning ◽  
Self Reflection ◽  
Self Regulated Learning ◽  
Learning Plan ◽  
Learning Goal ◽  
Posttest Performance ◽  
Enhanced Learning

Self-regulated learners deal with a complex interplay of forethought, performance, and self-reflection processes. This might be a reason why many students struggle with regulating their learning in a technology-enhanced learning environment (TELE). Although TELEs provide various tools supporting self-regulation, research indicates that learners seldom use the tools meaningfully. This contribution investigates whether the provision of an optional metacognitive tool (i.e. a tailored learning plan) affects tool use, learning activities, and posttest performance in the TELE “Studierplatz”. To this end, students were instructed to use a learning plan in order to reach a predetermined learning goal. Results show that only 20% of the students used the tool. Furthermore, no significant effects on posttest performance were found. However, learning plan tool use positively affected working on learning goal relevant sections. These results are discussed with respect to current research on tool use in self-regulated learning with TELEs.

Enriching Quality of Self-Regulated Learning through Technology-Enhanced Learning Environments

2010 ◽  
pp. 268-277
Author(s):  
Vighnarajah N/A ◽  
Su Luan Wong ◽  
Kamariah Abu Bakar
Keyword(s):  
Learning Environments ◽  
Learning Process ◽  
Self Regulation ◽  
Technology Enhanced Learning ◽  
School Students ◽  
Physics Students ◽  
Self Regulated Learning ◽  
Level Of Significance ◽  
Enhanced Learning

Current development in the Malaysian educational policies observed heightened interest in the integration of self-regulation of the learning process through engagement in technology-enhanced learning environments. This study attempts to provide empirical evidence to the effectiveness of the iELC discussion platform in enhancing practice of self-regulation among Malaysian secondary school students. This involved participation of 102 Physics students from four regular national secondary schools. Practice of self-regulation was measured using the Motivated Strategies for Learning Questionnaire (MSLQ) and was analyzed using the two-way between-groups analysis of variance (ANOVA) on a .05 level of significance. Findings provided evident arguments that engagement in this technology-enhanced learning environment warrants for self-regulation in the learning process.

Self-Regulated Learning and Technology-Enhanced Learning Environments

2010 ◽  
pp. 1-26 ◽  
Author(s):  
Matthew L. Bernacki ◽  
Anita C. Aguilar ◽  
James P. Byrnes
Keyword(s):  
Learning Environments ◽  
Theoretical Basis ◽  
Empirical Studies ◽  
Self Regulation ◽  
Technology Enhanced Learning ◽  
Design Features ◽  
Adaptive Feedback ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Enhanced Learning

Recent research suggests that technologically enhanced learning environments (TELEs) represent an opportunity for students to build their ability to self-regulate, and for some, leverage their ability to apply self-regulated learning (SRL) to acquire knowledge. This chapter reviews 55 empirical studies and interprets their findings to answer the following questions: (1) What is the theoretical basis for understanding the possible relations among SRL and TELEs? (2) What types of TELE have been used to study these relations? (3) When participants engage in SRL behaviors in a well-designed TELE, do they show greater learning than their peers who engage in fewer SRL behaviors? (4) How have TELEs been shown to promote SRL tendencies in learners? and (5) How do pre-existing SRL tendencies influence the ways in which learners interact with TELEs? Our review suggests that TELEs can promote SRL and are best used by those who can self-regulate learning. SRL training should occur before the task, or be embedded in the TELE. Knowledge acquisition in TELEs is supported by learner self-regulation and by design features that include immediate and adaptive feedback and tools which support SRL behaviors.

scholarly journals Trace-based Micro-analytic Measurement of Self-Regulated Learning Processes

2016 ◽  
Vol 3 (1) ◽  
Author(s):  
Melody Siadaty ◽  
Dragan Gasevic ◽  
Marek Hatala
Keyword(s):  
Learning Environment ◽  
Methodological Approach ◽  
Self Regulation ◽  
Learning Processes ◽  
Future Research ◽  
Technology Enhanced Learning ◽  
Self Regulated Learning ◽  
Regulatory Processes ◽  
Measurement Protocol ◽  
Regulated Learning

To keep pace with today’s rapidly growing knowledge-driven society, productive self-regulation of one’s learning processes are essential. We introduce and discuss a trace-based measurement protocol to measure the effects of scaffolding interventions on self-regulated learning (SRL) processes. It guides tracing of learners’ actions in a learning environment on the fly and translating these data into indicators of engagement in SRL processes that reflect learners’ use of scaffolding interventions and contingencies between those events. Graphs of users’ learning actions in a learning environment are produced. Our trace-based protocol offers a new methodological approach to investigating SRL and new ways to examine factors that affect learners’ use of self-regulatory processes in technology-enhanced learning environments. Our application of the protocol was described in a study about Learn-B, a learning environment for SRL in the workplace. The findings of the work presented in this paper indicate that future research can gain substantially by using learning analytics based on users’ trace data and merging them with other quantitative and qualitative techniques for researching SRL beliefs and processes.

Does Facebook Provide Educational Value?

2014 ◽  
pp. 311-336 ◽  
Author(s):  
Stefania Manca ◽  
Maria Ranieri
Keyword(s):  
Professional Development ◽  
Learning Environment ◽  
Management System ◽  
Ethical Issues ◽  
Technology Enhanced Learning ◽  
Educational Value ◽  
Research Areas ◽  
Emerging Trends ◽  
Educational Paradigms ◽  
Enhanced Learning

Facebook has received considerable attention in a number of research areas. However, its educational value has not been fully confirmed and results from the mainstream educational paradigms are contradictory. A number of experiences related to the educational use of Facebook as a technology-enhanced learning environment are also flourishing. In these, Facebook has been used as a unique, or at least as one, learning management system tool, or as a platform for educational purposes. This chapter focuses on these issues, providing a wide overview of the current literature on the educational value of Facebook considering both theoretical positions and empirical findings. Furthermore, a few preliminary guidelines about Facebook usage are provided, pertaining to pedagogical, institutional, technological, and ethical issues. The chapter finally provides some hints about emerging trends and areas that deserve further research, such as professional development, academic practice, and location-based learning.

Toward a Personal Learning Environment Framework

2012 ◽  
pp. 20-40 ◽  
Author(s):  
Mohamed Amine Chatti ◽  
Mohammad Ridwan Agustiawan ◽  
Matthias Jarke ◽  
Marcus Specht
Keyword(s):  
Learning Environment ◽  
Digital Media ◽  
Knowledge Society ◽  
Technology Enhanced Learning ◽  
Personal Learning ◽  
Effective Learning ◽  
Personal Learning Environment ◽  
Learning Content ◽  
Enhanced Learning ◽  
Fundamental Shift

Over the past decade, it has been argued that technology-enhanced learning (TEL) could respond to the needs of the new knowledge society and transform learning. However, despite isolated achievements, TEL has not succeeded in revolutionizing education and learning processes. Most current TEL initiatives still take a centralized technology-push approach in which learning content is pushed to a predefined group of learners in closed environments. A fundamental shift toward a more open and learner-pull model for learning is needed. Recently, the Personal Learning Environment (PLE) concept has emerged to open new doors for more effective learning and overcome many of the limitations of traditional TEL models. In this paper, the authors present theoretical, design, implementation, and evaluation details of PLEF, a framework for mashup personal learning environments. The primary aim of PLEF is to help learners create custom learning mashups using a wide variety of digital media and data.

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