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Mikroyannidis, Alexander and Farrell-Frey, Tracie
(2015).
URL: https://espace.library.uq.edu.au/view/UQ:386259/UQ...
Abstract
This paper describes a conceptual framework for developing self-regulated learning through facilitated dialogue and reflection on learner activity in online learning environments. In particular, the framework focuses on the motivational and contextual aspects of self-regulated learning and how the field of learning analytics can support student metacognitive knowledge in these two areas and distribute instructional support.
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About
- Item ORO ID
- 46806
- Item Type
- Conference or Workshop Item
- Keywords
- Learning analytics; self-regulated learning; critical pedagogy; inclusion
- Academic Unit or School
-
Faculty of Science, Technology, Engineering and Mathematics (STEM) > Knowledge Media Institute (KMi)
Faculty of Science, Technology, Engineering and Mathematics (STEM) - Research Group
- Centre for Research in Computing (CRC)
- Depositing User
- Kay Dave