16 SES 02 A, ICT in Context Part 1
Symposium to be continued in 16 SES 03 A
In recent decades, self-regulated learning (SRL) acquired importance by the ideas created in the European Higher Education Area context. This framework invites that universities change the models of teaching, so that the student will be the protagonist and responsible for their learning. It promotes teaching that enables students to have independent thought and be self-motivated and self-regulated (Azevedo, Moos, Greene, Winters & Cromley, 2008). SRL is defined as “an active and constructive process by which the student signal their own learning goals trying to monitor, regulate and control their thoughts, their motivation and their performance according to these goals” (Pintrich, 2000, p.459). This paper presents some results of a wider research. Two cases studies in Spanish universities which use Blended-Learning proposal with a social network as a virtual teaching environment are selected. The aim is to identify the student's self-regulation skills and how these skills were developed. The results show the influences of student biographies on currently self-regulatory learning skills, and how they can affront a teaching proposal which demand to use online and face-to-face strategies. Data were obtained from in-depth interviews with course lectures and students with varying levels of self-regulation (high, medium and low) selected through MSLQ, Motivated Strategies for Learning Questionnaire (Pintrich et al, 1993). This data was combined with the observation student processes for preparing to deal with the demands of the course. The data collected by both techniques allowed us to know when and how they put into practice different self-regulation strategies and skills, and identify how those self-regulation strategies have been developed. Results show that there are common elements in the student’s biographies according to the different profiles of self-regulation (high, medium and low). In this context, the importance of the role of the family and lectures (their absence or presence) in the process of building strategies and learning skills is verified. Therefore, students with higher level of self-regulation have greater motivation and in their childhood they had a lot of autonomy and support (siblings/parents). Additionally, pupils with low level of self-regulation have a lack of intrinsic motivation. In some cases it highlights the little autonomy that they had in their childhood, and, at the same time, they consider the degree uninteresting (except for some subjects or topics) and use this argument to justify the lack of effort.
Azevedo, R., Moos, D. C., Greene, J. A., Winters, F. I., & Cromley, J. G. (2008). Why is externally-regulated learning more effective than self-regulated learning with hypermedia? Educational Technology Research & Development, 56(1), 45–72. Pintrich, P. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P.R. Pintrich and M. Zeidner (Eds.) Handbook of Self-Regulation (pp. 452-502). UK: Academic Press. Pintrich, P. R., Smith, D. A., García, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and psychological measurement, 53(3), 801-813.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
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Network 10. Teacher Education Research
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Network 14. Communities, Families and Schooling in Educational Research
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Network 20. Research in Innovative Intercultural Learning Environments
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Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
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