An Approach to Co-Design and Self-Regulated Learning in Technological Environments. Systematic Review

Abstract

Present-day society calls for new student-centred didactic methodologies that make the student an active participant in their learning process. Strategies aimed at training citizens and professionals must adapt and respond to a society that is constantly changing. In this context, self-regulated learning and educational co-design emerge as key concepts in the development of new educational approaches. The present study seeks to identify the elements shared by models of self-regulation and educational co-design in technology-enhanced learning environments. To this end, a systematic review of the scientific literature during the period 2014-2019 has been conducted. The search was carried out using five databases: (1) Ebsco Host; (2) Web of Science; (3) Scopus; (4) ERIC; (5) Dialnet. A total of 830 references and 21 papers meeting the criteria for inclusion were identified. An analysis of the studies selected enabled us to identify the self-regulation models associated with co-design learning processes, as well as the elements they have in common. These include planning, motivation, cognition, task management, collaboration, and degree of success. The results provide the first steps for the construction of a co-design model, which includes guidelines for the creation of personalised learning pathways in technology-enhanced environments.

Self-Regulation of Learning and the Co-Design of Personalized Learning Pathways in Higher Education: A Theoretical Model Approach

“…The cyclical model includes student decision-making, incorporating the student's point of view into the teaching process (Bain & 2009). Along the same lines, the model proposed by Zimmerman and Moylan (2009) is the one that appears most frequently in research carried out in technological environments and which helps to promote self-regulation (De-Benito, Moreno & Villatoro 2020;Villatoro & De-Benito 2021). These points are in line with the objective of the model, being the perspective that best suits the research.…”

“…The learning pathway is composed of small learning units called sequences that learners are free to choose. The sequences are a proposal of small learning and assessment activities that seek the achievement of educational objectives, meaningful learning, and self-regulation (Villatoro & De-Benito 2021).…”

“…These phases of the Cyclical Model fit with the proposal presented in this article, since they contribute to structuring the itinerary and the students' own reflection. Co-design procedures are closely related to self-regulation, in terms of flexibility and the pace of learning (Villatoro & De-Benito 2021). The cyclical model includes student decision-making, incorporating the student's point of view into the teaching process (Bain & 2009).…”

Designing learning technology collaboratively: Analysis of a chatbot co-design

“…To date, collaborative design has been used to involve teachers and students in technology design (Prieto-Alvarez et al, 2020;Cober et al, 2015;Bovill et al, 2011). The collaborative design of tools for learning has been oriented towards supporting key learning skills such as collaboration (Leinonen & Durall, 2014;Spikol et al, 2009;Tissenbaum & Slotta, 2019), assessment (Harrer & Lingnau, 2018;Penuel et al, 2007), reflection (Durall et al, 2017;Leinonen et al, 2016), self-regulation Villatoro & de Benito, 2021), as well as selfdirected learning (Laanpere et al, 2014).…”

“…In recent years, scholars have advocated supporting student participation in the design process to develop learning designs that are pedagogically inclusive and appropriate (Villatoro & de Benito, 2021). In Technology-Enhanced Learning (TEL), involving students during the design process has been also considered beneficial for avoiding feelings of alienation, especially when exploring the potential of emerging technologies for teaching and learning such as automatic data collection systems and chatbots (Durall Gazulla et al, 2020;Durall & Kapros, 2020).…”