Processi autoregolativi e feedback nell’apprendimento online
The e-learning training, both within most traditional formal education contexts and in the latest version of MOOCs, is growing. However, the limits are also highlighted: high risk of drop-out, high variability in the quality of education and learning outcomes. The commitment to further qualify e-lea...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
LED Edizioni Universitarie
2020-06-01
|
| Series: | Journal of Educational, Cultural and Psychological Studies |
| Subjects: | |
| Online Access: | https://www.ledonline.it/index.php/ECPS-Journal/article/view/1979 |
| _version_ | 1818757486642987008 |
|---|---|
| author | Massimo Margottini Francesca Rossi |
| author_facet | Massimo Margottini Francesca Rossi |
| author_sort | Massimo Margottini |
| collection | DOAJ |
| description | The e-learning training, both within most traditional formal education contexts and in the latest version of MOOCs, is growing. However, the limits are also highlighted: high risk of drop-out, high variability in the quality of education and learning outcomes. The commitment to further qualify e-learning training implies a redefinition of educational and evaluation models and tools that consider aspects of cognitive, metacognitive and motivational nature. Specifically it seems interesting to study the self-regulation processes which many have highlighted as one of the main success factors in the study and which we must consider as particularly critical when the regulation of learning processes is completely or almost at the expense of the subject, as typically happens in e-learning contexts. It is therefore interesting to develop tools and strategies that help students to reflect and become aware of those dimensions that are basis of self-regulating behaviour. In this way also Social Learning Analytics perspective, through the implementation of feedback tools, offers interesting solutions to improve levels of awareness and trust of students in e-learning environments. |
| first_indexed | 2024-12-18T06:11:42Z |
| format | Article |
| id | doaj.art-6aed933422294402b930be44bdbaf2fb |
| institution | Directory Open Access Journal |
| issn | 2037-7932 2037-7924 |
| language | English |
| last_indexed | 2024-12-18T06:11:42Z |
| publishDate | 2020-06-01 |
| publisher | LED Edizioni Universitarie |
| record_format | Article |
| series | Journal of Educational, Cultural and Psychological Studies |
| spelling | doaj.art-6aed933422294402b930be44bdbaf2fb2022-12-21T21:18:23ZengLED Edizioni UniversitarieJournal of Educational, Cultural and Psychological Studies2037-79322037-79242020-06-0102119320910.7358/ecps-2020-021-marg1274Processi autoregolativi e feedback nell’apprendimento onlineMassimo Margottini0Francesca Rossi1Università degli Studi Roma TreUniversità degli Studi Roma TreThe e-learning training, both within most traditional formal education contexts and in the latest version of MOOCs, is growing. However, the limits are also highlighted: high risk of drop-out, high variability in the quality of education and learning outcomes. The commitment to further qualify e-learning training implies a redefinition of educational and evaluation models and tools that consider aspects of cognitive, metacognitive and motivational nature. Specifically it seems interesting to study the self-regulation processes which many have highlighted as one of the main success factors in the study and which we must consider as particularly critical when the regulation of learning processes is completely or almost at the expense of the subject, as typically happens in e-learning contexts. It is therefore interesting to develop tools and strategies that help students to reflect and become aware of those dimensions that are basis of self-regulating behaviour. In this way also Social Learning Analytics perspective, through the implementation of feedback tools, offers interesting solutions to improve levels of awareness and trust of students in e-learning environments.https://www.ledonline.it/index.php/ECPS-Journal/article/view/1979feedbacklearning strategiesonline learningself-regulationsocial learning analytics. |
| spellingShingle | Massimo Margottini Francesca Rossi Processi autoregolativi e feedback nell’apprendimento online Journal of Educational, Cultural and Psychological Studies feedback learning strategies online learning self-regulation social learning analytics. |
| title | Processi autoregolativi e feedback nell’apprendimento online |
| title_full | Processi autoregolativi e feedback nell’apprendimento online |
| title_fullStr | Processi autoregolativi e feedback nell’apprendimento online |
| title_full_unstemmed | Processi autoregolativi e feedback nell’apprendimento online |
| title_short | Processi autoregolativi e feedback nell’apprendimento online |
| title_sort | processi autoregolativi e feedback nell apprendimento online |
| topic | feedback learning strategies online learning self-regulation social learning analytics. |
| url | https://www.ledonline.it/index.php/ECPS-Journal/article/view/1979 |
| work_keys_str_mv | AT massimomargottini processiautoregolativiefeedbacknellapprendimentoonline AT francescarossi processiautoregolativiefeedbacknellapprendimentoonline |