The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
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


Viewed by 10 distinct readers




CLOUD COMMUNITY REVIEWS

The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.

Click a star to be the first to rate this document


POST A COMMENT
SIMILAR RECORDS

MOOC user persistence
Heutte, Jean; Kaplan, Jonathan; Fenouillet, Fabien; Caron, Pierre-André; et al.
This research explores user persistence in a massive open online course (MOOC) that was set up as an experiment before the French Ministry of Higher Education and Research launched in October 2013 the French Digital ...
Match: Kaplan, Jonathan; massive open online course; MOOC; France; Europe

MOOCs: A learning journey
Smith, Becky; Eng, Min; Cheung, Simon K. S.; Fong, Joseph; et al.
MOOCs (Massive Open Online Courses) have been radically changing the direction of online education in the last few years. Although sharing many common features, there has been an emergence of two distinct varieties of ...
Match: e-learning; massive open online course; MOOC

Developing a strategic approach to MOOCs
Ferguson, Rebecca; Scanlon, Eileen; Harris, Lisa
During the last eight years, interest in massive open online courses (MOOCs) has grown fast and continuously worldwide. Universities that had never engaged with open or online learning have begun to run courses in these ...
Match: massive open online course; MOOC; Europe

E-learning, online education and open education: A contribution to a theoretical approach
Aires, Luisa
PORTUGUESE LANGUAGE ATTACHMENT ONLY Resumo O presente artigo resulta das reflexões desenvolvidas no âmbito do Observatório da Qualidade do Ensino a Distância e e-Learning sediado na Universidade Aberta e, ainda, da ...
Match: e-learning; MOOC; Europe

Mentoring learners in MOOCs: A new way to improve completion rates?
Dhorne, Lucie; Deflandre, Jean-Pierre; Bernaert, Olivier; Bianchi, Sébastien; et al.
Since the launch of the MIT Open-Course Ware in 2001, MOOCs have developed exponentially. From a dozen in 2011, they have become ubiquitous in higher education nowadays. Far from bringing about a revolution in teaching ...
Match: massive open online course; MOOC; Europe

Motivating MOOC participants
Mokwa-Tarnowska, Iwona; Gdańska, Politechnika
Over the last four years, massive online open courses (MOOCs) have attracted millions of learners from around the world. Many factors seem to play an important role in them gaining in popularity. One of them is ...
Match: e-learning; MOOC; Europe

MOOCs and academic libraries: a chance or a problem? An overview
Testoni, Laura
Massive open online courses(MOOCs) are online courses free and open to anyone: the MOOCs enrollement is essentially unlimited. Purpose of this essay is to offer an overview on the debate about the development of the ...
Match: e-learning; MOOC; Europe

Gli Open Educational Path: per una accezione epistemologica di “apertura”
Calvani, Antonio; Menichetti, Laura
L’e-learning universitario ha visto affermarsi nuovi orientamenti all’insegna di una filosofia di “apertura” (openness) intesa come libero accesso e/o gratuità: i MOOC ne sono l’esempio più noto. È questa ...
Match: e-learning; MOOC; Europe

MOOC, OER e l’approccio “flipped classroom”: due case study di transizione in ambito scolastico e aziendale
Sancassani, Susanna; Casiraghi, Daniela; Corti, Paola; Trentinaglia, Nicoletta
La portata innovativa dei MOOC non esaurisce la sua rilevanza nell’ambito dei processi di apprendimento che si svolgono in rete. Uno dei principali obiettivi che ha mosso grandi università quali Stanford o MIT ad ...
Match: e-learning; MOOC; Europe

Gamification: A key determinant of massive open online course (MOOC) success
Aparicio, Manuela; Oliveira, Tiago; Bacao, Fernando; Painho, Marco
Massive open online courses (MOOCs), contribute significantly to individual empowerment because they can help people learn about a wide range of topics. To realize the full potential of MOOCs, we need to understand ...
Match: e-learning; MOOC; Europe