scholarly journals How to design tools for supporting self-regulated learning in MOOCs? Lessons learned from a literature review from 2008 to 2016

2016 ◽  
Author(s):  
Perez-Alvarez ◽  
R. Perez-Sanagustin ◽  
M. Jorge J. Maldonado
Keyword(s):  
Literature Review ◽  
Lessons Learned ◽  
Design Tools ◽  
Self Regulated Learning ◽  
Regulated Learning

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

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.

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>

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

scholarly journals Evaluation of the Self-regulated Learning Model in High Schools: A Systematic Literature Review

2020 ◽  
Vol 8 (10) ◽  
pp. 4792-4806
Author(s):  
Ameliasari Tauresia Kesuma ◽  
Harun Harun ◽  
Zamroni Zamroni ◽  
Himawan Putranta ◽  
Hanif Cahyo Adi Kistoro
Keyword(s):  
High Schools ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Learning Model ◽  
The Self ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Literature Review: Mathematical Creative Thinking Ability, and Students’ Self Regulated Learning to Use an Open Ended Approach

2021 ◽  
Vol 4 (1) ◽  
pp. 52
Author(s):  
Damsir Ali ◽  
Zubaidah Amir MZ ◽  
Kusnadi Kusnadi ◽  
Rian Vebrianto
Keyword(s):  
Literature Review ◽  
Creative Thinking ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Open Problems ◽  
Self Regulated Learning ◽  
Learning Mathematics ◽  
Regulated Learning ◽  
Creative Thinking Ability ◽  
The Relationship

The ability to think creatively and self regulated learning is very important in learning mathematics, in order to train students to develop their creativity. But in reality, mathematics learning that is currently happening has not been able to develop mathematical creative thinking skills and increase students’ self-regulated learning. The purpose of this study is to examine the relationship between the open-ended approach and the ability to think creative mathematically and self-regulated learning and how to implement it in school in the perspective of literature review. The type of research used is literature review, where articles are collected using search engines such as EBSCO, Science direct, and Scopus. Based on the articles collected, the results show that: 1. Mathematics learning to use an open-ended approach has an effect on increasing students ‘creative thinking skills and self-regulated learning, 2. The open-ended approach is higher in increasing students’ creative thinking abilities compared to using a conventional approach, 3. The open-ended approach to learning has the following steps: a) the teacher organizes students in learning activities; b) the teacher exposes students to open problems; c) the teacher guides and directs students in solving problems with various solutions and various answers; d) students present their work and compare with the work of other students in front of the class; and e) students conclude the subject matter, which is guided by the teacher. 4. To apply open-ended learning, it is necessary to prepare learning that requires high creativity for a teacher.

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