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Co-regulation in technology enhanced learning environments
Kaplan, Jonathan

PublishedSeptember 2014
ConferenceLearning Technology for Education in Cloud- MOOC and Big Data
SeriesCommunications in Computer and Information Science
Volume 446, Pages 72-81
PublisherSpringer International Publishing
EditorsUden, Lorna · Sinclair, Jane · Tao, Yu-Hui · Liberona, Dario
CountryFrance, Europe

ABSTRACT
This paper discusses the importance of strategy use in regulating cognitive processes, with a particular interest in co-regulation of the learning by peers in technology enhanced learning environments. Research on self-regulated learning has focused on cognitive, motivational and emotional regulation in relation to academic achievement. Co-regulation is an important facet of the regulatory processes taking place in communication-intensive learning environments that are geared towards peer interaction and social networking. This paper succinctly presents Self- and Co-Regulation (SCoR) general concepts and research and elaborates on why SCoR is particularly relevant to learning environments such as MOOCs that are designed with reference to connectivist learning theory. The paper discusses difficulties inherent to the field and stresses the need for commitment to designing environments that are effective for learners.

Keywords co-regulation of learning · e-learning · massive open online course · MOOC · SCoR · self-regulated learning

Published atSantiago, Chile
ISBN978-3-319-10671-7
RefereedYes
Rights© Springer International Publishing Switzerland 2014
DOI10.1007/978-3-319-10671-7_7
URLhttps://link.springer.com/chapter/10.1007%2F978-3-319-10671-7_7
Export optionsBibTex · EndNote · Tagged XML · Google Scholar


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