How to Embed SRL in Online Learning Settings? Design Through Learning Analytics and Personalized Learning Design in Moodle

Abstract

One of the main generic competencies in Higher Education is “Learning to Learn”. The key component of this competence is the capacity for self-regulated learning (SRL). For this competence to be developed, peer feedback seems useful because it fosters evaluative judgement. Following the principles of peer feedback processes, an online peer feedback proposal was created in the context of complex tasks in several degree courses (n = 448 students) at the University of Barcelona. A specific didactic sequence supported by digital technologies through Moodle was designed and validated after a deep analysis of the theoretical underpinnings of SRL models. A peer review proposal was ratified by the students, who pointed out the benefits of both receiving and, especially, giving feedback. The integration of Moodle tools with external tools such as Personalized Learning Design was highly valued by reviewers (n = 3 expert judges) and the possibilities for students to monitor their own progress through task completion was revealed as a positive aspect. Furthermore, the creation of personalized alerts to support learning processes also received a very high rating. The final model includes the changes derived from the validation process and suggests a reliable technology-supported intervention in an LMS, which is transferable to a larger scale.

Invariant and suboptimal trajectories of self-regulated learning during secondary school: implications focused on quality in higher education

“…Ideally, it should become a specific learning outcome integrated into the subjects, to ensure that everyone who has passed this educational level goes on to higher education with a level of competence that facilitates their proper transition to a new academic context full of new challenges. For this reason, a study with a quasi-experimental design that is implemented in secondary education grades would be necessary to obtain a deep understanding of how SRL develops through interventions that push students toward the adoption of different self-regulation strategies to achieve their study goals ( Lluch and Cano, 2023 ). An important challenge would also be to be able to define an expected sequence of different levels of SRL that is developed and demonstrated as they progress through the different grades of secondary education, thus promoting progressively greater autonomy and control of their learning process in students ( Lluch and Cano, 2023 ).…”

“…To achieve these objectives, one of the main generic competencies of Higher Education that needs to be developed is lifelong learning (“Learning to Learn”), whose key component or cornerstone is the ability to self-regulate learning (SRL) ( Lluch and Cano, 2023 ). Therefore, at present, in order to achieve teaching-learning processes that pursue as an ultimate goal the improvement of the quality of Higher Education, it is necessary to consider solid training in this competence, i.e., as a learning outcome to be achieved ( Anthonysamy et al, 2020b ).…”

“…Therefore, at present, in order to achieve teaching-learning processes that pursue as an ultimate goal the improvement of the quality of Higher Education, it is necessary to consider solid training in this competence, i.e., as a learning outcome to be achieved ( Anthonysamy et al, 2020b ). That is, SRL should be pursued intentionally and systematically ( Lluch and Cano, 2023 ).…”

“…Given that the literature reveals that university students show significant study difficulties, and that the efforts of higher education institutions seem insufficient to reverse unsatisfactory experiences that, in many cases, lead to academic failure or dropout ( López-Angulo et al, 2023 ), it is essential to focus on the level of development of self-regulation of learning in the pre-university stage ( Sáez-Delgado et al, 2021 , 2022 ). Currently, the results are limited in terms of the cross-sectional nature of the data, and therefore, authors have recently suggested the need to carry out research with a longitudinal design to confirm the self-regulation trajectories of students in secondary education ( Lluch and Cano, 2023 ; Xu et al, 2023 ). It has even been suggested to analyze self-regulation trajectories considering the different grades of secondary education ( Karademir and Deveci, 2019 ).…”

Unfolding self‐regulated learning profiles of students: A longitudinal study

“…SRL has become an important topic in education and psychology (Azevedo & Gašević, 2019; Greene & Schunk, 2017; Lluch & Cano, 2023; Winne, 2019). As Greene (2017) mentioned, the development of students' SRL skills is the main aim of education.…”