Intellectual Networking in Digital Education – Improving Testing for Enhanced Transfer of Knowledge

Leontyeva, Veronika L.; Pokrovskaia, Nadezhda N.; Ababkova, Marianna Yu.

doi:10.1007/978-3-030-65857-1_16

Cited by 2 publications

(1 citation statement)

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“…But it is more important that the student has self-learning goals and self-learning strategies, and uses the great opportunities of the electronic environment for development, and not for cheating. "Learning to learn" is one of the key competencies in future work [100][101][102].…”

Section: Discussionmentioning

confidence: 99%

Self-Regulation in E-Learning Environment

et al. 2021

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The COVID-19 pandemic has contributed to the accelerated spread of e-learning around the world. In e-learning, self-regulation becomes more relevant than ever. Reducing the influence of traditional features of the face-to-face learning environment and increasing the impact of the e-environment place high demands on students’ self-regulation. The author’s self-regulation e-learning model emphasizes the position of e-learning at the intersection of the electronic environment and the learning environment. We observe a collision of the concepts of these two environments. The Internet is a more common environment that provokes the use of unacceptable tools and hints, which is a logical consequence of such behavior to pass the test, and not to gain knowledge. Therefore, the most important thing is that students have their own goals and strategies, and use the large resources of the electronic environment for development, and not for cheating. The authors conducted a survey (N = 767), which showed that students rate their self-efficacy of online learning higher in the e-environment than in the offline learning environment. Self-regulation indicators are the highest in the field of environment, and the lowest when setting goals and in time management.

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Section: Discussionmentioning

confidence: 99%