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Tools to Support Self-Regulated Learning in Online Environments: Literature Review

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Book cover Lifelong Technology-Enhanced Learning (EC-TEL 2018)

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Abstract

Self-regulated learning (SRL) skills are especially important in Massive Open Online Courses (MOOCs), where teacher guidance is scarce, and learners must engage in their learning process trying to succeed and achieve their learning goals. However, developing SRL strategies is difficult for learners given the autonomy that is required in this kind of courses. In order to support learners on this process, researchers have proposed a variety of tools designed to support certain aspects of self-regulation in online learning environments. Nevertheless, there is a lack of study to understand what the commonalities and differences in terms of design are, what the results in terms of the effect on learners’ self-regulation are and which of them could be applied in MOOCs. Those are the questions that should be further explored. In this paper we present a systematic literature review where 22 tools designed to support SRL in online environments were analyzed. Our findings indicate that: (1) most of the studies do not evaluate the effect on learners’ SRL strategies; (2) the use of interactive visualizations has a positive effect on learners’ motivation; (3) the use of the social comparison component has a positive effect on engagement and time management; and (4) there is a lack of models to match learners’ activity with the tools with SRL strategies. Finally, we present the lessons learned for guiding the community in the implementation of tools to support SRL strategies in MOOCs.

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Acknowledgments

This work was supported by FONDECYT (11150231), University of Costa Rica (UCR), MOOC-Maker (561533-EPP-1-2015-1-ESEPPKA2-CBHE-JP, LALA (586120-EPP-1-2017-1-ES-EPPKA2-CBHE-JP), CONICYT Doctorado Nacional 2017/21170467, CONICYT Doctorado Nacional 2016/21160081.

Author information

Authors and Affiliations

  1. Department of Computer Science, Pontificia Universidad Católica de Chile, Santiago, Chile

    Ronald Pérez-Álvarez, Jorge Maldonado-Mahauad & Mar Pérez-Sanagustín

  2. University of Costa Rica, Sede Regional del Pacífico, Puntarenas, Costa Rica

    Ronald Pérez-Álvarez

  3. Department of Computer Science, University of Cuenca, Cuenca, Ecuador

    Jorge Maldonado-Mahauad

  4. Université Toulouse III Paul Sabatier, Toulouse, France

    Mar Pérez-Sanagustín

Authors
  1. Ronald Pérez-Álvarez
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  2. Jorge Maldonado-Mahauad
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  3. Mar Pérez-Sanagustín
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Corresponding authors

Correspondence to Ronald Pérez-Álvarez or Mar Pérez-Sanagustín .

Editor information

Editors and Affiliations

  1. Graz University of Technology, Graz, Austria

    Viktoria Pammer-Schindler

  2. Pontificia Universidad Católica de Chile, Providencia, Santiago de Chile, Chile

    Mar Pérez-Sanagustín

  3. DIPF | Leibniz Institute for Research and Information in Education, Frankfurt, Germany

    Hendrik Drachsler

  4. RayCom BV, Utrecht, Utrecht, The Netherlands

    Raymond Elferink

  5. Open University Netherlands, Heerlen, The Netherlands

    Maren Scheffel

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Pérez-Álvarez, R., Maldonado-Mahauad, J., Pérez-Sanagustín, M. (2018). Tools to Support Self-Regulated Learning in Online Environments: Literature Review. In: Pammer-Schindler, V., Pérez-Sanagustín, M., Drachsler, H., Elferink, R., Scheffel, M. (eds) Lifelong Technology-Enhanced Learning. EC-TEL 2018. Lecture Notes in Computer Science(), vol 11082. Springer, Cham. https://doi.org/10.1007/978-3-319-98572-5_2

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  • DOI: https://doi.org/10.1007/978-3-319-98572-5_2

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