Interactive, technology-enhanced self-regulated learning tools in healthcare education: A literature review

2013 ◽  
Vol 33 (1) ◽  
pp. 53-59 ◽  
Author(s):  
Julia Petty
Keyword(s):  
Literature Review ◽  
Interactive Technology ◽  
Healthcare Education ◽  
Learning Tools ◽  
Self Regulated Learning ◽  
Regulated Learning

Estratégias de aprendizagem autorregulada e formação inicial de professores de Geografia: uma revisão sistemática de literatura1 | Self-regulated learning strategies and initial education of Geography teachers: A systematic literature review

2020 ◽  
Vol 25 ◽  
pp. 1
Author(s):  
Liz Cristiane Dias ◽  
Evely Boruchovitch
Keyword(s):  
Literature Review ◽  
Learning Strategies ◽  
Systematic Literature Review ◽  
Electronic Library ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
America Latina

Este artigo objetiva averiguar, com base em uma revisão sistemática de literatura, o investimento em estratégias de ensino e aprendizagem autorregulada em cursos de Licenciatura em Geografia. Os dados foram coletados nas bases de dados Scientific Electronic Library Online, Red de Revistas Cientificas de America Latina y el Caribe, España y Portugal e na Plataforma Sucupira da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior em periódicos da Geografia com classificação Qualis A1, A2 e B1 dos últimos cinco anos. A busca pelos trabalhos teve como resultado o total de 154 artigos. Destes, apenas 25 tratavam especificamente da formação inicial de professores e, dentre estes, apenas 8 atendiam às demandas da pesquisa. Os resultados revelaram a necessidade de mais investimento em programas de intervenção em estratégias de aprendizagem e a necessidade de pesquisas futuras que disseminem na Geografia a temática da autorregulação.

Digital Storytelling as a Self-Regulated Learning Tool

2019 ◽  
pp. 209-232 ◽  
Author(s):  
Sinan Kaya
Keyword(s):  
Learning Process ◽  
Digital Storytelling ◽  
Learning Processes ◽  
Learning Tools ◽  
Learning Tool ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Digital Stories ◽  
Research Findings ◽  
Made In

The purpose of this chapter is, as a self-regulated learning tool, to focus on digital storytelling by uncovering relationship between digital storytelling and self-regulated learning process/based on research findings made in the its field. Within this focus, firstly, concept of digital storytelling was theoretically addressed; researches made in learning-teaching for use have been presented; later, self-regulated learning processes and strategies have been defined and given examples. Finally, research findings on the use of digital stories as self-regulated learning tools have been shared.

scholarly journals Self-Regulated Learning in Designing Explorative Learning Tools Among Mathematics Pre-service Teachers through Explorative Module

2018 ◽  
Vol 42 ◽  
pp. 00106
Author(s):  
Indhira Asih Vivi Yandari ◽  
Hepsi Nindiasari ◽  
Etika Khaerunnisa ◽  
Aan Subhan Pamungkas ◽  
Karso ◽  
...  
Keyword(s):  
Learning Activity ◽  
Learning Tools ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Explorative Learning ◽  
Professional Teacher ◽  
Regulated Learning ◽  
Before And After ◽  
Difference Test ◽  
Supporting Materials

This study is back grounded by the importance of self- regulated learning in mathematics pre-service teachers. By possessing self-regulated, students will be able to evaluate learning process, set learning target, arrange the strategy in learning to achieve the goal, search relevant supporting materials for the lectures and show self efficacy. One task which play a role to make students successful to become professional teacher is by creating explorative learning tools. The development of this explorative tools very support learning activity process in class. This study aims to see to what extent self-regulated learning among students in developing explorative learning tools. The method of study is experimental quasi by treatment which is initiated with explorative learning and then explorative module learning is given to one class. The subjects in this study are students of mathematics department with total of 21 students, consist of 4 males and 17 females. Quantitative analysis was performed using the average difference test. The result of study shows that the average of students’ self-regulated learning after treatment is in good category and there is significant difference in self regulated learning before and after treatment. It can be concluded that these treatment give good contribution to develop students’ self-regulated learning.

scholarly journals MOOCS & PARTICIPATION INEQUALITIES IN DISTANCE EDUCATION: A SYSTEMATIC LITERATURE REVIEW 2009-2019

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Ioannis Zafras ◽  
Apostolos Kostas ◽  
Alivizos Sofos
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Online Courses ◽  
Positive Impact ◽  
Geographical Location ◽  
Professional Status ◽  
Self Regulated Learning ◽  
Scientific Discussion ◽  
Regulated Learning ◽  
Analysis And Synthesis

<p>The extent to which Multiple Open Online Courses (MOOCs) provide an alternative educational model to less privileged social groups is still under investigation. Purpose of this study is to examine how various social, demographic, and educational factors influence learners’ participation in MOOCs. A Systematic Literature Review (SLR) was deployed focusing on empirical research published between 2009-2019. Analysis and synthesis of the literature revealed that both the geographical location and the professional status of learners have a positive impact on self-regulated learning. Learners from North America and Europe have significantly higher levels of ICT and self-regulated learning skills than learners from other regions. Moreover, inequalities persist as most MOOCs users have a better educational and professional background in relation to the general population. This study helps to further understand the profile of the “average MOOC user” and contribute to the related scientific discussion about MOOCs initiative.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0622/a.php" alt="Hit counter" /></p>

scholarly journals Self-regulated learning in MOOCs: lessons learned from a literature review

2019 ◽  
Vol 72 (3) ◽  
pp. 319-345 ◽  
Author(s):  
M. Elena Alonso-Mencía ◽  
Carlos Alario-Hoyos ◽  
Jorge Maldonado-Mahauad ◽  
Iria Estévez-Ayres ◽  
Mar Pérez-Sanagustín ◽  
...  
Keyword(s):  
Literature Review ◽  
Lessons Learned ◽  
Self Regulated Learning ◽  
Regulated Learning

Open learner models in supporting self-regulated learning in higher education: A systematic literature review

2020 ◽  
Vol 154 ◽  
pp. 103878 ◽  
Author(s):  
Danial Hooshyar ◽  
Margus Pedaste ◽  
Katrin Saks ◽  
Äli Leijen ◽  
Emanuele Bardone ◽  
...  
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Self Regulated Learning ◽  
Regulated Learning
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