Learner Autonomy and Self-regulation in eLearning

Goulão, Maria de Fátima; Menedez, Rebeca Cerezo

doi:10.1016/j.sbspro.2015.01.853

Cited by 25 publications

(20 citation statements)

References 13 publications

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“…In addition to the gamification elements for motivation (badges), other aspects of gamification mechanics like autonomy were provided as e-learning by definition is a form of independent learning, not restricted by time and space and can benefit from individual learning style and pace [59][60][61]. A character named "Charlie" was used as a source of identification factor for pupils as they could relate to him as a pupil their age on a journey to and from school.…”

Section: Gamified E-learning Platformmentioning

confidence: 99%

Evaluation of a gamified e-learning platform to improve traffic safety among elementary school pupils in Belgium

Riaz

Cuenen

Janssens

et al. 2019

Pers Ubiquit Comput

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Children are highly represented in statistics relating to road traffic injuries and fatalities. There are multiple risk factors that together create an increased risk for children in traffic, some of the major reasons include children's inability to efficiently and actively scan the environment and look for information relevant to the traffic environment, inconsistent behavior, and less developed hazard perception skills. Traffic safety education is one of the most important means for improving knowledge and skills required for children to behave safely in traffic. This study evaluated a newly developed and gamified e-learning platform meant to promote traffic safety among elementary school pupils in Belgium. Participants in this study were from four grades of elementary school and voluntarily took part in the training. They followed a self-study program at home for approximately 15 minutes per week over a period of five weeks in total. The platform included four modules: traffic knowledge, situation awareness, risk detection, and risk management. For each of these modules, a set of photos and videos were used as stimuli and selected from a database of camera recordings of real-life situations. Half of each module consisted of familiar situations for the pupils (i.e., own municipality), while the other half of each module consisted of unfamiliar situations for the pupils (i.e., other municipalities). A fifth module, 'the final', contained a mix of the first four modules. In total, 44 elementary school pupils (9-13 years old) completed the program. During the first round of measurement (i.e., the first four modules), pupils performed significantly better in the traffic knowledge module when compared to the other three modules. Further, in comparison to unfamiliar situations, pupils scored significantly higher in familiar situations. During the second round of measurement (i.e., the fifth module), pupils achieved higher scores in the risk detection and risk management modules when contrasted to the first measurement. The effect of gamification elements is discussed and the results also indicate the type of traffic safety issues to be emphasized in traffic safety education for children.

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Section: Gamified E-learning Platformmentioning

confidence: 99%

Evaluation of a gamified e-learning platform to improve traffic safety among elementary school pupils in Belgium

Riaz

Cuenen

Janssens

et al. 2019

Pers Ubiquit Comput

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“…This is because m-learning is a form of distance learning (dlearning) and electronic learning (e-learning) that already existed (Georgiev, Georgieva, & Smrikarov, 2004) E-learning is one form of use of information and communication technology (ICT) appropriate to support student autonomy in learning. This is because elearning gives students the flexibility of space and time, thus providing better management that can be tailored to the educational needs of each student (Goulao & Menedez, 2015). According to Nielsen (2012), there are several reasons why elearning can be used as a pedagogical framework for activities that can make the learner able to be more self-directed and more autonomous in the planning, monitoring and evaluation of learning methods.…”

Section: Introductionmentioning

confidence: 99%

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2018

LLT Journal

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This research was conducted to examine Indonesian students' experiences in using technology in learning English outside the classroom with regards to learner autonomy as an important capacity for students' learning success. The subjects of the study were students of a private Senior High School in South Tangerang. As for the methodology, this research applied quantitative and qualitative design. Quantitative elements include questionnaires as the data collecting method, while qualitative elements used semi structured interviews. In this interview, five students were chosen purposively based on students' responses to the questionnaires. The findings of this study indicate that the use of technology to learn English outside the classroom has encouraged the development of learner autonomy which includes aspects of learning motivation, metacognitive awareness, self-confidence and social skills. This research is expected to help English teachers improve their students' English proficiency with the concern on the development of learner autonomy by using various information and communication technology.

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“…When teacher employs Elearning, it is benefited that students will have opportunity to gain abundant of material that can be easily accessed at anytime and anywhere. The vast development of technologies urges the modification of learning and teaching approaches to gain the better results (Goulao & Menedez, 2015). (Farivar & Rahimi, 2015) proves that experimental group autonomy which employs the CALL brings the better results on English test than the control group which does not apply CALL.…”

Section: Learning Autonomouslymentioning

confidence: 98%

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2018

LLT Journal

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This study investigates how Sentence Master downloaded from Android can be used as a self-study media for students to promote Autonomous Learning to develop students' comprehension on English sentence structure which is grammatically correct. Students can measure, by themselves, whether the material given during the teaching and learning process has been successfully learned. The result of this study is also intended to be used by the teachers and lecturers to indicate the successfulness of teaching and learning that have been conducted. This is an action research which 10 students of English Education Program of the University of PGRI Yogyakarta were employed as the objects of the research. They are tested to run the game of Sentence Master and the score will be recorded that benefits teacher to consider whether the learning process that has been conducted is successful. This study also investigates students' difficulty on making English sentence. This study emerges results that Sentence Master helps students to understand English grammar better by employing the smart phone to promote Autonomous Learning. This media is used by the students as the indication whether they have the abilities to make good English sentences.

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Learner Autonomy and Self-regulation in eLearning

Cited by 25 publications

References 13 publications

Evaluation of a gamified e-learning platform to improve traffic safety among elementary school pupils in Belgium

Evaluation of a gamified e-learning platform to improve traffic safety among elementary school pupils in Belgium

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