Motivating Engineer Students in E-learning Courses with Problem Based Learning and Self-Regulated Learning on the apT2CLE4‘Research Methods’ Environment

Paraskeva, Fotini; Alexiou, Aikaterini; Bouta, Hara; Mysirlaki, Sofia; Sotiropoulos, Dimitrios J.; Souki, Aikaterini-Maria

doi:10.1007/978-3-030-20798-4_17

Cited by 2 publications

(1 citation statement)

References 10 publications

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“…In addition, the approach also motivated students to become more engaged, guided them, and freed up classroom time. [23], [28] F. Paraskeva and al. have developed a conceptual framework based on PBL and SRL within a blended learning environment for "research methodology" courses in undergraduate schools.…”

Section: Related Work and Research Questionsmentioning

confidence: 99%

The Impact of Flipped Project-Based Learning on Self-Regulation in Higher Education

Zarouk

Olivera

Péres

et al. 2020

Int. J. Emerg. Technol. Learn.

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Student-centered learning approaches such as project-based learning and flipped classroom stress the active role of the learner by applying knowledge rather than absorbing knowledge, and preparing higher education students for professional development. Student-centered learning environments are more effective when students regulate their learning and learn autonomously. There-fore, the purpose of this study is to examine the impact of a proposed ap-proach of flipped project-based learning on various facets of students' self-regulated learning, including motivational beliefs and learning strategies in higher education. A flipped project-based learning environment was designed and developed to improve students’ self-regulated learning skills. In this regard, multiple case studies were conducted according to a pretest-posttest quasi-experiment design to investigate the effectiveness of the proposed approach by four groups of students from different disciplines. The study employed a mixed-method research approach for data collection. Overall, the results re-vealed that the flipped project-based learning approach significantly enhanced students’ self-regulated learning skills. It was found that the approach fostered the students’ self-regulation performance among different groups across dif-ferent disciplines and levels. Moreover, participants also claimed that the approach was useful and ef-fective. The findings indicated that students who actively engaged within flipped PBL activities demonstrated increases in cognitive and metacognitive functioning both individually and collaboratively. This study contributes to an advance in the understanding of how the development of SRL can be inte-grated into a flipped project-based learning environment in higher education.

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Section: Related Work and Research Questionsmentioning

confidence: 99%

The Impact of Flipped Project-Based Learning on Self-Regulation in Higher Education

Zarouk

Olivera

Péres

et al. 2020

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

show abstract

Supporting Self-Regulated Learning in Distance Learning Contexts at Higher Education Level: Systematic Literature Review

et al. 2022

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Shifting learning to distant formats especially at the higher education level has been unprecedented during the past decade. Diverse digital learning media have been emerging which allow learner autonomy, and at the same time, require the ability of efficient regulation of various aspects of the learning process for sustainable academic progress. In this context, supporting students in self-regulated learning (SRL) in an optimal way becomes an important factor for their academic success. The present study attempts through a systematic review of 38 studies to provide an overview of the interventions identified as supporting all areas of SRL (metacognitive, cognitive, motivational and emotional), in its three phases (preparatory, performance, appraisal) in distance education environments at the higher education level. As the study results show, there are a number of SRL support interventions available with proven positive effect on SRL. However, their distribution has been found to be uneven. Whereas metacognition regulation and the performance phase of learning is vastly investigated, the emotion regulation, and the preparatory and appraisal phases of the SRL cycle are somewhat underexplored. As complex and multi-component as the process of SRL is, the combination of various interventions, and specific features, for more comprehensive support has also been found beneficial. Additionally, it has been revealed that the emotion regulation, in most cases, is closely related to motivation regulation, and similar interventions support these two. Future studies can further explore the efficiency and relevance of the identified interventions, taking closer look at the effects of various digital media, learner characteristics as well as different levels of education on learners’ self-regulation needs.

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Motivating Engineer Students in E-learning Courses with Problem Based Learning and Self-Regulated Learning on the apT2CLE4‘Research Methods’ Environment

Cited by 2 publications

References 10 publications

The Impact of Flipped Project-Based Learning on Self-Regulation in Higher Education

The Impact of Flipped Project-Based Learning on Self-Regulation in Higher Education

Supporting Self-Regulated Learning in Distance Learning Contexts at Higher Education Level: Systematic Literature Review

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