Research trends in measurement and intervention tools for self-regulated learning for e-learning environments—systematic review (2008–2018)

Abstract

For the last one decade, research in self-regulated learning (SRL) and educational psychology has proliferated. Researchers and educators have focused on how to support leaners grow their SRL skills on both face-to-face and e-learning environments. In addition, recent studies and meta-analysis have greatly contributed to the domain knowledge on the use of SRL strategies and how they contribute and boost academic performance for learners. However, there is little systematic review on the literature on the techniques and tools used to measure SRL on e-learning platforms. This review sought to outline recent advances and the trends in this area to make it more efficient for researchers to establish the empirical studies and research patterns among different studies in the field of SRL. The findings from this study are concurrent with existing empirical evidence that traditional methods designed for classroom supports are being used for measuring SRL on e-learning environments. Few studies have used learner analytics and educational data mining (EDM) techniques to measure and promote SRL strategies for learners. The paper finally points out the existing gaps with the tools presently used to measure and support SRL on learning management systems and recommends further studies on the areas of EDM which can support SRL.

Distance Learning and Covid-19 From Students’ Perspective: Do They Have the Skills to Deal With the Unprecedented Situation?

“…In an article analyzing online tools for assessment and development of selfregulated learning it is discussed that online approach can be effective and can include methods for raising metacognition, for example, when student is asked to stop at a certain point of task and reflect what has been done so far (for detailed analyses see Araka et al, 2020). In another recent article researchers analyze appropriate approaches for self-regulated learning while studying remotely and they note that students under stress (such as pandemic) might have difficulties with self-directed learning as they must be aware of what they do know and do not know and independently make decisions about what exactly must be done; also, the use of artificial intelligence tools to assist learners is discussed (see Carter et al, 2020 for a detailed analysis).…”

El aprendizaje autorregulado en el PLE a través de una estrategia didáctica basada en portafolios con blogs y microblogs

“…Los Entornos Personales de Aprendizaje o PLE (Personal Learning Environments) son espacios centrados en el alumno (Castañeda y Adell, 2013) que se relacionan con el autoaprendizaje (Chaves-Barboza et al, 2019;Romero et al, 2019;Araka et al, 2020) y el aprendizaje a lo largo de la vida (Blaschke, 2019) que busca que el alumno tome control de su proceso de aprendizaje y que, de manera más específica, apoye al desarrollo de la agencia del alumno. En trabajos muy recientes se reconoce el valor de los PLE para el aprendizaje personal y personalizado (Fiedler y Väljataga, 2020) y su característica eminentemente sociomaterial (Dabbagh y Castañeda, 2020).…”

Educational Holding As A Modern Form For University Development Enhancing

“…There are some peculiar researches on improving the higher education processes and technologies in the multiple fields as like as estimation for specific characteristics and quality of internet sources of institution in higher education (Stativko, 2019), peculiarities of model that based on neural network for educational process and forming of teaching environment taking into account mathematical knowledge of various data and information development (Dimitrienko & Gubareva, 2018), different aspects of process and organizational modeling for institutions in system of higher education (Berestneva et al, 2017), forming of security complex on applying of innovative forms to institutions in sphere of education (Ilvitskaya et al, 2019), prospects of artificial intelligence implementation to mechanism of professional development (Romanova & Klashanov, 2019), assessment mechanism for quality match of graduates' competences with requirements of labour market (Rumyantsev et al, 2019), use of "6σ"-method for organization and management of processes in education (Kremcheeva & Kremcheev, 2019), informational technologies applying for management enhancing at institutions in education (Alenicheva et al, 2019), study on big data in education (Jiang et al, 2019) and also few other ones disclosed in the either papers (Alioon & Delialioğlu, 2019;Alrasheedi et al, 2015;Al-Sakkaf et al, 2019;Andrew et al, 2015;Antonenko, 2014;Appleton et al, 2008;Araka et al, 2020;Arnold & Paulus, 2010;Hangyál, 2019;Astuti et al, 2019;Badrtdinov & Gorobets, 2016;Bond et al, , 2020;Buntoro et al, 2020;Cipresso et al, 2018;Concannon et al, 2019;Cummings & Bailenson, 2016;Dalgarno & Lee, 2010;Domagk et al, 2010;Erişmen et al, 2018;Hudson et al, 2019;Jou & Wang, 2013;Kolchunov et al, 2...…”