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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.