References (Self- regulated learning)
1. Zimmermann, B. J. (1989). A Social Cognitive View of Self-Regulated Academic Learning. Journal of Educational Psychology, Vol. 81, No. 3, pp. 329-339.
Abstract
The article is about as researchers are interested in academic self-regulated learning through processes and their efforts which students use and to acquire knowledge skills.
This article mentioned also the social cognitive conception of self-regulated learning which involves different analysis and processes about reciprocal causality among personal, behaviour and environmental influences. This research has also a central role to develop and analyze academic self-efficacy beliefs which have three self-regulatory processes: self-judgment, self-reactions and self-observation.
In this research is important to specify that social cognitive formulation is discussed to improve learning in students and in their academic achievement.
2. Boekaerts, M. and Corno, L. (2005) Self-Regulation in the Classroom: A Perspective on Assessment and Intervention. Applied Psychology: An International Review, 54 (2), pp. 199-231.
Abstract
The article is about process which researchers in educational psychology have focused the scope of students’ capability to self-regulate through learning and achievement goals. This article mentioned the classroom learning which creates different situations and goals in students, as well as describes the Boekaerts model how learning goals interact with well-being goals.
In this article the author specifies that students should have strategies to improve their work habits.
Is mentioned in this article the situation that researchers have and use new instruments to measure better self-regulation as a process for example in the case of student work strategies, as well as the process and the effects of intervention research to improve students’ self-regulatory capacity in classrooms.
3. Nicol, D. & Macfarlane-Dick, Debra (2006) Formative assessment and self-regulated learning: a model and seven principles of good feedback practice, Journal: Studies in Higher Education, 31:2, 199-218.
Abstract
This article is about processes of assessment and feedback can help students to take control of their own learning for example to improve their own self-regulated learning. These processes use seven principles of good feedback practice that support self-regulation which students thought their own work and generating their own feedback to improve their abilities.
Are presented and described some examples of easy-to-implement feedback strategies, as well as the role of the teachers organizing assessments and support learning to have better academic performance.
4. Vanderstoep S., Pintrich P. R.& Fagerlin, A. (1996) Disciplinary Differences in Self-Regulated Learning in College Students, Journal: Contemporary Educational Psychology, vol. 21, no. 4, pp. 345-362.
Abstract
This article is about the description of the personal attributes of self-regulated learning in terms of knowledge base, adaptive motivational beliefs, and appropriate use of cognitive and metacognitive strategies for learning.
Also this study described students’ knowledge, motivation, and self-regulatory learning strategies in humanities, natural science and social science college courses. This study included 380 college students from three different institutions. In this study ht researchers measured in the students their course knowledge, also realized a self-report measure of their motivational beliefs and use of self-regulatory strategies at the beginning and end of the semester. The results in this study are discussed in terms of models of self-regulated learning and also there are implications for measuring self-regulated learning in different disciplines.
5. Vovides, Y., Sanchez-Alonso, S., Mitropoulu, V. & Nickmans, G. (2007) The use of e-learning course management systems to support learning strategies and to improve self-regulated learning, Journal:Educational ResearchReview, vol. 2, no. 1, pp. 64-74.
Abstract
This article is about use and installation of Course Management Systems (CMSs) for web-based instruction in higher education. This system is a software program or integrated platform that contains a series of web-based tools to support a number of activities and course management procedures, for example Blackboard, Moodle, WebCT, etc. Certainly I have used Blackboard in e-learning environments, and I recommend this system, because is friendly and good platform for students in e-learning environments.
Is mentioned in this article the advantages of these systems, for example the flexibility of such environments when reaching out to potential learners in remote areas, also e-learning environments can improve in students and teachers their self-regulation and metacognitive skills, as well as to monitor and evaluate their learning.
Finally, the authors believe that extensive training and support is essential to teachers to develop and implement CMSs as powerful learning tools.
References
1. Boekaerts, M. and Corno, L. (2005) Self-Regulation in the Classroom: A Perspective on Assessment and Intervention. Applied Psychology: An International Review, 54 (2), pp. 199-231.
2. Nicol, D. & Macfarlane-Dick, Debra (2006) Formative assessment and self-regulated learning: a model and seven principles of good feedback practice, Journal: Studies in Higher Education, 31:2, 199-218.
3. Nicol, D. & Macfarlane-Dick, Debra (2006) Formative assessment and self-regulated learning: a model and seven principles of good feedback practice, Journal: Studies in Higher Education, 31:2, 199-218.
4. Vanderstoep S., Pintrich P. R.& Fagerlin, A. (1996) Disciplinary Differences in Self-Regulated Learning in College Students, Journal: Contemporary Educational Psychology, vol. 21, no. 4, pp. 345-362.
5. Zimmermann, B. J. (1989). A Social Cognitive View of Self-Regulated Academic Learning. Journal of Educational Psychology, Vol. 81, No. 3, pp. 329-339.
References (Collaborative learning)
1. Dillenbourg, P. (1999). Collaborative learning: Cognitive and computational approaches . Oxford, UK: Pergamon/Elsevier Science.
Abstract
This book is realized from a series of workshops on collaborative learning from 20 researchers in differentness disciplines as are: Psychology, education, computer science. and artificial intelligence.
Basically the main idea is to understand and learning the concept of collaborative learning, as well as uses of this term inside each academic field and the interest in multidisciplinary interactions.
To the author is important to explore various aspects of the definition of Collaborative learning , to establish the correct significance of collaborative learning, but in order to help to put it in different perspectives.
2. Lakkala, M., Muukkonen, H., Paavola, S., & Hakkarainen, K. (2008). Designing pedagogical infrastructures in university courses for technology-enhanced collaborative inquiry. Research and Practice in Technology Enhanced Learning, 3(1), 33-64.
Abstract
This article is about a specified pedagogical infrastructure framework, including social, technical, cognitive and epistemological components.
This article also explores and deepens undergraduate courses in cognitive psychology, as well as understanding the inquiry process on knowledge problems in students, through the use of appropriate technological tools and collaborative knowledge creation.
Therefore used Web based software system in the courses evolved in parallel with the pedagogical development.
Last part in this article the results provide critical aspects and characteristics of students in relation to the courses influencing in them.
3. Zurita, G.& Miguel Nussbaum, M. (2004) Computer supported collaborative learning using wirelessly interconnected handheld computers, Computers & Education, vol. 42, no. 3, pp. 289-314.
Abstract
This paper is about how Collaborative learning is used in elementary classrooms, but it mentioned that can exist some problems without technological support. The authors described how communication, organization of materials, negotiation, interactivity and lack of mobility can be solved with a mobile computer supported collaborative learning environment with handhelds interconnected by a wireless network.
The research analyzed and focused in different collaborative activities with and without technological support, are math and language activities for 6 and 7 year old children.
The results in this research showed and identified an effective way using handheld computers to support collaborative learning activities.
4. Krejins , C. J., Kirschner, P. A. & Jochems, W. (2002) The sociability of computer-supported collaborative learning environments, Journal: Educational Technology & Society- ETS, vol. 5, no. 1, pp. 8-22.
Abstract
This paper is about research on computer-supported collaborative learning (CSCL) environments in asynchronous distributed learning groups (DLGs).
the authors propose an intelligent CSCL environment about theoretical framework based in certain properties in the environment to realize social contextual facilitators, social affordances and to initiate and support learner’s social interactions.
5. Lee, W. S. (2001) Collaborative Learning and Recommender Systems, International Conference on Machine Learning- ICML, pp. 314-321.
Abstract
This paper about recommender systems use ratings from users on items as a function of the features of the items or a combination of both, such as movies and music with the purpose of predicting the user preferences on items that have not been rated.
In this paper the authors present and propose this problem as one of collaboratively learning of preference functions by multiple users of the recommender system.
The authors study and realize several models for this proposal. They develop a theoretical analyses and experiments on a movie rating database. These models can be performed to overcome common problems in recommender systems including the new user problem.
References
1. Dillenbourg, P. (1999). Collaborative learning: Cognitive and computational approaches . Oxford, UK: Pergamon/Elsevier Science.
2. Lakkala, M., Muukkonen, H., Paavola, S., & Hakkarainen, K. (2008). Designing pedagogical infrastructures in university courses for technology-enhanced collaborative inquiry. Research and Practice in Technology Enhanced Learning, 3(1), 33-64.
3. Lakkala, M., Muukkonen, H., Paavola, S., & Hakkarainen, K. (2008). Designing pedagogical infrastructures in university courses for technology-enhanced collaborative inquiry. Research and Practice in Technology Enhanced Learning, 3(1), 33-64.
4. Krejins , C. J., Kirschner, P. A. & Jochems, W. (2002) The sociability of computer-supported collaborative learning environments, Journal: Educational Technology & Society- ETS, vol. 5, no. 1, pp. 8-22.
5. Lee, W. S. (2001) Collaborative Learning and Recommender Systems, International Conference on Machine Learning- ICML, pp. 314-321.
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