An Approach to Co-Design and Self-Regulated Learning in Technological Environments. Systematic Review

Journal of New Approaches in Educational Research

Sofia Villatoro Moral​¹  Barbara de Benito¹ 

[1] 

Department of Applied Pedagogy and Educational Psychology, University of the Balearic Islands (UIB)

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关键词: autorregulación del aprendizaje;    entornos de aprendizaje;    tic;    diseño instruccional;    participación del estudiante;   

DOI  :  10.7821/naer.2021.7.646

来源: DOAJ

【 摘 要 】

Present-day society calls for new student-centred didactic methodologies that make the student an active participant in their learning process. Strategies aimed at training citizens and professionals must adapt and respond to a society that is constantly changing. In this context, self-regulated learning and educational co-design emerge as key concepts in the development of new educational approaches. The present study seeks to identify the elements shared by models of self-regulation and educational co-design in technology-enhanced learning environments. To this end, a systematic review of the scientific literature during the period 2014-2019 has been conducted. The search was carried out using five databases: (1) Ebsco Host; (2) Web of Science; (3) Scopus; (4) ERIC; (5) Dialnet. A total of 830 references and 21 papers meeting the criteria for inclusion were identified. An analysis of the studies selected enabled us to identify the self-regulation models associated with co-design learning processes, as well as the elements they have in common. These include planning, motivation, cognition, task management, collaboration, and degree of success. The results provide the first steps for the construction of a co-design model, which includes guidelines for the creation of personalised learning pathways in technology-enhanced environments.

【 授权许可】

Unknown