This article first describes the state‐of‐the‐art of model building and empirical research in the field of self‐regulated learning (SRL) and then focuses on self‐regulated learning in Technology‐Enhanced Learning Environments (TELEs). We present recent research results obtained in a European project (TELEPEERS) in the context of which we evaluated TELEs in a peer review manner with respect to their potential for supporting self‐regulated learning. In addition, data were obtained on a sample of TELEPEERS students working in these environments and comparative analyses were made across the European project partners.
Our societies have come to be known as knowledge societies in which lifelong learning is becoming increasingly important. In this context, competences have become a much discussed topic. Many documents were published by international organisations (UNESCO, World Bank, European Commission) which enumerated 21st century key competences. The field of learning theories has also experienced advances. Findings from neuroscience have promoted a new understanding of what really happens in the brain when we learn. At the same time, the fact that learning increasingly takes place in virtual communities led George Siemens (2004) to propose connectivism as a learning theory for the digital age. Similarly, Roberto Carneiro (2010) suggested a theory he called generativism which aims at describing collaborative learning with digital technologies and open educational resources. These theories might be better able to describe and explain lifelong learning than classical learning theories. In the field of digital technologies, Massive Open Online Courses (MOOCs) have recently received a great deal of attention. While Siemens suggested connectivist MOOCs (cMOOCs) as the ideal platform for connectivist learning, other forms of MOOCs were also developed. These MOOCs have spread at a breath‐taking pace in the last few years, although it is far from clear to what extent they are based on principles from learning theories and really support learning. These developments will be presented and discussed with respect to their relevance for lifelong learning as an integral part of man's quest for meaning.
koeln.de). RESUMENEste trabajo reflexiona sobre los MOOC como entornos de aprendizaje. El número de cursos masivos abiertos y en línea (MOOC) ha crecido exponencialmente en pocos años desde que fueron introducidos. Los MOOC son considerados una nueva forma de entornos virtuales de aprendizaje potenciados por la tecnología. Se consideran dos tipos de MOOC: unos los organizados por Siemens y Downes (cMOOC) y otros los desarrollados en lugares como Stanford, con muchos estudiantes y loables objetivos (xMOOC); estos tienen también sus debilidades. Aunque han sido recibidos con altas expectativas, también han encontrado una fuerte oposición que está aumentando con el tiempo, lo que nos permite estudiar este fenómeno en profundidad. Aunque todavía hay pocas investigaciones empíricas sobre los efectos de los MOOC en el aprendizaje, este estudio trata de arrojar luz sobre el tema desde un punto de vista teórico. En primer lugar exploraremos las expectativas positivas y negativas generadas. Los MOOC pueden constituir una buena propuesta a gran escala, lo que solo es posible para unas pocas grandes instituciones. No hay estudio de mercado, ni modelo de negocio, ni investigaciones empíricas que permitan confirmar los anuncios de sus efectos positivos. Revisaremos las teorías del aprendizaje recientes y clásicas respecto a su capacidad para explicar el proceso de aprendizaje y compararemos los cursos en línea tradicionales, los xMOOC y los cMOOC en relación a su potencial para apoyar el aprendizaje y su auto-regulación. ABSTRACTThis article reflect upon MOOCs as technology enhanced learning environments. The increase in numbers of Massive Open Online Courses (MOOCs) has been dramatic in recent years. MOOCs may be considered to be a new form of virtual technology enhanced learning environments. Two types of MOOCs may be distinguished: cMOOCs as proposed by Siemens, based on his ideas of connectivism, and xMOOCs developed in institutions such as Stanford and MIT. Although they have received a great deal of attention, they have also met with criticism. The time has therefore come to critically reflect upon this phenomenon. While there is still relatively little empirical research on the effects of MOOCs on learning, this study tries to shed light on the issue from a theoretical point of view. It will first explore positive and negative expectations regarding MOOCs. MOOCs might constitute a good option if they can be delivered on a large scale, and this will only be possible for a few big institutions. There is no empirical research which would uphold the claims concerning their positive effects. It will then review classical and more recent learning theories with respect to their capability to explain the process of learning in order to compare traditional online courses, xMOOC and cMOOC with respect to their potential to support learning and its self-regulation.
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