Regulation Of Learning Processes Research Articles

Estrategias didáctico-pedagógicas en contextos educativos de emergencia: la UCO Psicología, Sujeto y Aprendizaje en el curso 2020 (Facultad de Psicología, Udelar)

This article analyzes issues related to the communication in virtual education, the accessibility of resources in the context of health and educational emergency, based on the experience of the Curricular Unit Psychology and Learning, corresponding to the Degree in Psychology (Universidad de la Republica). It describes the proposal and the adjustments in the current context. Also it is analyzed students opinions related to the objectives and contents of the course, to the didactic-pedagogical proposal, as well as to the relationship between teachers and students.The conclusions reflect on the importance of promoting autonomy strategies and the regulation of learning processes in the current context from closeness and support in the pedagogical bond. Likewise, emphasis is placed on the importance of iteration and recursion, which allows the generation of flexible designs that adapt to the needs and conditions in which learning processes are developed.

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-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.

Patterns in Student Learning: Relationships Between Learning Strategies, Conceptions of Learning, and Learning Orientations

This paper reviews the research conducted in the last decade on patterns in student learning, mostly in higher education. More specifically, the review focuses on a series of studies that have in common (a) the use of the Inventory of Learning Styles (ILS), an instrument aimed at measuring several components of student learning, namely, cognitive processing strategies, metacognitive regulation strategies, conceptions of learning, and learning orientations; and/or (b) an integrative learning theory focussing on the interplay between self-regulation and external regulation of learning processes as a theoretical framework. Aspects a and b are closely connected, because the development of the instrument was based on the theory. The review covers the following themes: The theoretical framework and conceptualization of student learning; a description of the instrument; the internal structure of learning strategies, conceptions, and orientations in different educational contexts; developments in learning patterns during the school career; consistency and variability in students' use of learning strategies; dissonance in students' regulation of learning processes; relations between learning patterns and personal and contextual factors; relations between learning patterns and learning outcomes; and process-oriented instruction.

Dissonance in students’ regulation of learning processes

In this article, dissonance in students’ way of learning is explored from a regulation of learning perspective. First, consonant patterns of interrelations among learning elements are sketched. These patterns were identified in studies with university students by means of a diagnostic instrument, the Inventory of Learning Styles (ILS), that assesses four learning components: cognitive processing strategies, metacognitive regulation strategies, mental models of learning, and learning orientations. Consonant patterns of linkages among these components result in four qualitatively different ways of learning or learning styles: undirected, reproduction-directed, meaning-directed and application-directed learning. Next, several studies that used the ILS as a research instrument were examined for indications of dissonant patterns of interrelations among these learning components. The students in these studies ranged from early secondary school to adult university students. Five phenomena of dissonance could be identified: lack of differentiation within learning components, lack of integration between learning components, incompatibility of learning strategies, models and orientations, missing learning style elements, and a lack of distinct application-directed learning. These phenomena are described and documented. Finally, the results are discussed in relation to other recent studies on dissonant study orchestrations and in terms of their practical meaning. A developmental explanation for the occurrence of some manifestations of dissonance is offered.