A framework for self‐regulated digital learning (SRDL).
Abstract: This article develops a framework for self‐regulated digital learning, which supports for self‐regulated learning (SRL) in e‐learning systems. The framework emphasizes 8 features: learning plan, records/e‐portfolio and sharing, evaluation, human feedback, machine feedback, visualization of...
| Published in: | Journal of Computer Assisted Learning Vol. 34; no. 5; pp. 580 - 590 |
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| Main Authors: | , , , , , |
| Format: | tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Oct2018
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=131662433&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 131662433 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2018 vid: 34 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 131662433 131662433 131662433 10.1111/jcal.12264 131662433 ppf: 580 ppct: 10 formats: tig: atl: A framework for self‐regulated digital learning (SRDL). aug: au: Yen, M.‐H. Chen, S. Wang, C.‐Y. Chen, H.‐L. Hsu, Y.‐S. Liu, T.‐C. affil: Graduate Institute of Science Education, National Taiwan Normal University, Taiwan sug: subj: Education, Non-Traditional Self-Directed Learning Conceptual Framework Feedback Goals and Objectives ab: Abstract: This article develops a framework for self‐regulated digital learning, which supports for self‐regulated learning (SRL) in e‐learning systems. The framework emphasizes 8 features: learning plan, records/e‐portfolio and sharing, evaluation, human feedback, machine feedback, visualization of goals/procedures/concepts, scaffolding, and agents. Each feature facilitates or supports one or more SRL skills, including planning, monitoring and evaluating learning, applying appropriate cognitive strategies, and setting standards of products or performance. The implementation in domain‐general and ‐specific systems as illustrated by web‐based inquiry and problem‐solving are discussed. Examples and learning effects are elicited from the literature to demonstrate various designs. Approaches for designing SRL systems, educational implications, and new directions for future research incorporating SRL into digital learning are presented. pubtype: Academic Journal doctype: tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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