How to Embed SRL in Online Learning Settings? Design through Learning Analytics and Personalized Learning Design in Moodle

Autor/inn/en	Lluch Molins, Laia; Cano García, Elena
Titel	How to Embed SRL in Online Learning Settings? Design through Learning Analytics and Personalized Learning Design in Moodle
Quelle	In: Journal of New Approaches in Educational Research, 12 (2023) 1, S.120-138 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Lluch Molins, Laia) ORCID (Cano García, Elena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Learning Analytics; Learning Management Systems; Peer Evaluation; Higher Education; Metacognition; Task Analysis; Universities; Validity; Individualized Instruction; Learning Processes; Intervention; Technology Integration; Evaluators; Specialists; Models; Foreign Countries; Student Attitudes; College Students; College Faculty; Instructional Design; Teaching Methods; Spain (Barcelona) + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Aufgabenanalyse; University; Universität; Gültigkeit; Individualisierender Unterricht; Learning process; Lernprozess; Analogiemodell; Ausland; Schülerverhalten; Collegestudent; Fakultät; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	One of the main generic competencies in Higher Education is "Learning to Learn". The key component of this competence is the capacity for self-regulated learning (SRL). For this competence to be developed, peer feedback seems useful because it fosters evaluative judgement. Following the principles of peer feedback processes, an online peer feedback proposal was created in the context of complex tasks in several degree courses (n = 448 students) at the University of Barcelona. A specific didactic sequence supported by digital technologies through Moodle was designed and validated after a deep analysis of the theoretical underpinnings of SRL models. A peer review proposal was ratified by the students, who pointed out the benefits of both receiving and, especially, giving feedback. The integration of Moodle tools with external tools such as Personalized Learning Design was highly valued by reviewers (n = 3 expert judges) and the possibilities for students to monitor their own progress through task completion was revealed as a positive aspect. Furthermore, the creation of personalized alerts to support learning processes also received a very high rating. The final model includes the changes derived from the validation process and suggests a reliable technology-supported intervention in an LMS, which is transferable to a larger scale. (As Provided).
Anmerkungen	University of Alicante. Carretera San Vincente del Raspeig, Alicante, 03690, Spain. Tel: +34-96-590-3721; Fax: +35-96-590-3464; e-mail: editor.naerjournal@ua.es; Web site: https://naerjournal.ua.es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01