Self-Regulation of Learning and the Co-Design of Personalized Learning Pathways in Higher Education: A Theoretical Model Approach

Autor/inn/en	Villatoro Moral, Sofía; De-Benito Crosseti, Barbara
Titel	Self-Regulation of Learning and the Co-Design of Personalized Learning Pathways in Higher Education: A Theoretical Model Approach
Quelle	In: Journal of Interactive Media in Education, 2022 (2022) 1, Artikel 6 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Villatoro Moral, Sofía) ORCID (De-Benito Crosseti, Barbara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	None
Schlagwörter	Metacognition; Instructional Design; Student Centered Learning; Teaching Methods; Validity; Decision Making; Workshops; Futures (of Society); Teacher Attitudes; Student Attitudes; Independent Study; Technology Integration; Learning Management Systems; Teacher Education Programs; Foreign Countries; Models; Educational Technology; Preschool Teachers; Elementary School Teachers; Specialists; Blended Learning; Online Courses; College Faculty; Spain + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lesson concept; Lessonplan; Unterrichtsentwurf; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Gültigkeit; Decision-making; Entscheidungsfindung; Lernwerkstatt; Schulung; Future; Society; Zukunft; Lehrerverhalten; Schülerverhalten; Selbststudium; Ausland; Analogiemodell; Unterrichtsmedien; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Online course; Online-Kurs; Fakultät; Spanien
Abstract	The way we learn is changing, and this requires seeking learner-centred pedagogical strategies. Based on this idea, this paper is about the process of construction and validation of a pedagogical model approach based on the perspectives of co-design, learning pathways and self-regulated learning. Through a process of Design Based Research, different techniques and instruments have been applied to collect information aimed at the creation and validation of a co-design model in the construction of personal learning pathways. Among them is the validation of the results through an expert judgment carried out in a future workshop. These results and the methodology of how they were validated is the part that is presented in this work. The data show the dimensions of the model and its representation from two perspectives, teacher, and student. Both points of view have the objective that the students reach new knowledge and improve self-regulated learning, being the protagonists of the whole process. In addition, the work is a proposal for a strategy to be implemented in hybrid, online or mixed contexts where the students become the protagonists of their learning. (As Provided).
Anmerkungen	Institute of Educational Technology, The Open University. Walton Hall, Milton Keynes, MK7 6AA, UK. e-mail: jime@open.ac.uk; Web site: http://jime.open.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01