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Using Learning Management Systems as Metacognitive Tools to Support Self-Regulation in Higher Education Contexts

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International Handbook of Metacognition and Learning Technologies

Part of the book series: Springer International Handbooks of Education ((SIHE,volume 28))

Abstract

The purpose of this chapter is to review research that examined whether tools and features of course or learning management systems, referred to in this research as web-based pedagogical tools (WBPT), can be used to support and promote specific processes of student self-regulated learning such as goal setting, help seeking, and self-monitoring, in online and distributed learning contexts. Five categories of WBPT are described including administrative tools, content creation and delivery tools, collaborative and communication tools, learning tools, and assessment tools. In addition, research designs and data collection instruments of three studies are described. Research findings are summarized showing that WBPT can be used to support a number of self-regulatory processes and that college instructors and faculty can use WBPT to design effective learning tasks that promote student self-regulated learning. Educational implications, limitations, and future directions are also discussed.

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Author information

Authors and Affiliations

  1. Instructional Design and Technology, George Mason University, Fairfax, VA, USA

    Nada Dabbagh

  2. Educational Psychology, George Mason University, Fairfax, VA, USA

    Anastasia Kitsantas

Authors
  1. Nada Dabbagh
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  2. Anastasia Kitsantas
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Corresponding author

Correspondence to Nada Dabbagh .

Editor information

Editors and Affiliations

  1. Department of Educational and Counseling, McGill University Department of Educational and Counseling, Montreal, Québec, Canada

    Roger Azevedo

  2. Human-Computer Interaction Inst., Carnegie Mellon University Human-Computer Interaction Inst., Pittsburgh, Pennsylvania, USA

    Vincent Aleven

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Dabbagh, N., Kitsantas, A. (2013). Using Learning Management Systems as Metacognitive Tools to Support Self-Regulation in Higher Education Contexts. In: Azevedo, R., Aleven, V. (eds) International Handbook of Metacognition and Learning Technologies. Springer International Handbooks of Education, vol 28. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-5546-3_14

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