Paper Info
Title
The social dimension of Self-Regulated Learning: Social networks as a means for teaching
Abstract
Under the current socioeconomic conditions, an education is needed that goes beyond the boundaries of formal education and enables the acquisition of skills fostering lifelong learning. Therefore, we seek a model where students can be active learners protagonists and responsible for their own learning. Self-Regulated Learning (SRL) is a skill in demand in 21st century society. It aims for individuals to address the need to \"learn to learn\" successfully. It is an active and constructive process by which students sets their own goals while trying to monitor, regulate and control their thoughts, motivation and behaviour in accordance with those goals [1]. The four areas that encompass the process of self-regulated learning are behaviour, motivation, cognition and context. The latter frames and has an influence that cuts across all these factors. It does not merely surround the aspects involved, but rather directly affects how they develop. Socio-cultural theory [3] rightly draws attention to the fundamental fact that no student learns in isolation from their social environment and social tools [4]. Knowledge is recognized to be the result of interaction between individuals and the environment, thus, revealing the importance that context plays in teaching processes. As discussed by Hadwin et al. [5] self-regulated learning can be socially regulated through activities supported by others (co-regulation) or when individuals negotiate their perceptions, objectives and strategies during shared tasks. Regulation thus occurs in tasks carried out independently, cooperatively or collaboratively, leading to changes in individual knowledge, beliefs and strategies. These changes, which are transferred to the new tasks, have the ultimate purpose of personally adapting the regulatory activity. Given the importance of the social dimension, it seems only appropriate for education to start working in contexts and activities that integrate this dimension. By encouraging students to be active in their own learning process and connecting to a virtual learning community, the potential of web 2.0 is considerable [6]. Specifically, academic social networks are work environments that enable the development of these skills and represent a network (Knowledge Networks) to promote information acquisition and the joint construction of knowledge. They has become a new way for horizontal communication that allows students to work in a context for creating, sharing, collaborating and interacting with their peers. They have become allies in the development of SRL. However, the likelihood that this occurs depends on the type of teaching proposed with respect to the three basic components of the didactic triangle: the content to be taught and learned, the activity of teachers and the activity of student [8]. This paper presents a study analysing an experience at the University of Santiago de Compostela, where Stellae Research Group teachers worked on subjects from various degree programs at the Faculty of Education with the ELGG open source platform hosted on an institutional server. It is a social network that includes a variety of tools such as discussion forums, blogs, micro-blogging in the main space, friend lists, activities screen, personal walls, calendars, bookmarks, pages and the ability to add comments to contributions made by classmates. This study focused on a core subject in the 3rd year of the degree in Education analyzed in the 2013-2014 academic year, which used Blended Learning. The proposed methodology involved the elaboration of student e- Portfolios with a personal space for their learning process to be evidenced. The basic idea is that the less structured an activity is, the more learning strategies are implemented. This is a fundamental aspect of self-regulated learning [8]. Therefore, little is provided in the way of specific guidelines so as not to constrain the process. Instead, conscious decision-making is fostered. Thus, each personal web space is different because, although there is a guided path for everyone to work on, the trail is built with those elements that students individually integrate into their space. At the same time, however, there is also collaborative learning, because even though group members represent interdependent agents of self-regulation, they constitute a social entity that imposes group possibilities and limitations as well as individual commitment [9]. This paper delves into the social self-regulated learning of students enrolled in the subject mentioned. It is interesting to analyze what happens in the context of this social network, how the process of exchange that is stimulated by self-regulatory processes develops and what impact it all has on student achievement. Specifically, we delve into whether changes exist in the mode and number of interactions that occur throughout the course, and we will examine whether these variations point to improvement in the processes of social self-regulation by class members.
Year
DOI
Venue
2014
10.1145/2662253.2662340
Interacción
Field
DocType
Citations 
Experiential learning,Self-regulated learning,Open learning,Observational learning,Active learning,Computer science,Adult education,Knowledge management,Human–computer interaction,Social learning,Cooperative learning
Conference
1
PageRank 
References 
Authors
0.41
0
2
Name
Order
Citations
PageRank
Adriana Gewerc Barujel111.42
Ana Rodríguez Groba210.75