Mikroyannidis, Alexander and Farrell-Frey, Tracie
(2015).
URL: | https://espace.library.uq.edu.au/view/UQ:386259/UQ... |
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Google Scholar: | Look up in Google Scholar |
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.
Item Type: | Conference or Workshop Item |
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Keywords: | Learning analytics; self-regulated learning; critical pedagogy; inclusion |
Academic Unit/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) |
Item ID: | 46806 |
Depositing User: | Kay Dave |
Date Deposited: | 15 Jul 2016 13:14 |
Last Modified: | 13 Feb 2019 08:30 |
URI: | http://oro.open.ac.uk/id/eprint/46806 |
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