Integrated Use of Multiple Social Software Tools and Face-to-Face Activities to Support Self-Regulated Learning: A Case Study in a Higher Education Context

Abstract

Recently, researchers have started to explore how mobile devices, social media or personal learning environments can support or promote self-regulated learning. In continuation of these research efforts, we developed a pedagogical framework for seamless learning based on the levels of interactivity and self-regulation of learning that different tools and activities enable. With this pedagogical design, we bridge individual and collaborative activities as well as face-to-face and mobile social media activities. The aim is to activate the degree of interaction and sharing desired and required for engaged learning. In this chapter, we introduce the theoretical principles of the framework: self-regulated learning, cognitive tools and macro-scripts. We also illustrate the pedagogical principles with a case study in a higher education context as an example of designing the integrated use of multiple social software tools and face-to-face activities to support self-regulated learning.