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

Abstract

The way we learn is changing, and this requires seeking learner-centred pedagogical strategies. Based on this idea, this paper is about the process of construction and validation of a pedagogical model approach based on the perspectives of co-design, learning pathways and self-regulated learning. Through a process of Design Based Research, different techniques and instruments have been applied to collect information aimed at the creation and validation of a co-design model in the construction of personal learning pathways. Among them is the validation of the results through an expert judgment carried out in a future workshop. These results and the methodology of how they were validated is the part that is presented in this work.The data show the dimensions of the model and its representation from two perspectives, teacher, and student. Both points of view have the objective that the students reach new knowledge and improve self-regulated learning, being the protagonists of the whole process. In addition, the work is a proposal for a strategy to be implemented in hybrid, online or mixed contexts where the students become the protagonists of their learning.

Critical Evaluation of Modern Strategies and Methods of Formation of Communicative Competency in the System of Continuing Education of Document Managers

“…Figure 7 shows implemnettaion of perspective model of formation of communicative competency of document managers in the system of continuing education. • improvement of language skills like listening, speaking, reading and writing (Yoel et al, 2022); • increasing of self-learning skills (Lemmetty & Collin, 2020;Santoso et al, 2022); • formation of problem solving and conflict management skills (Mantra et al, 2019); • buildings of digital competency and ability to use ICT propertly while performing professional activities (Akorede & Adeniyi, 2020;Poplavskyi & Bondar, 2021); • integration of different communicative experiences (Shibli-Rahhal et al, 2019); • contribution to career development (Mammadova, 2021;Oriji & Uzoagu, 2019); • development of activity-specific skills and soft skills (Anosova et al, 2022); • formation of ability to work independently (Lemmetty & Collin, 2020;Santoso et al, 2022;Villatoro & de-Benito, 2022); (Holford et al, 2022); • increasing of motivation to operate in communicative environment (Ismail & Jarrah, (2019).…”

“…tailoring the educational materials to learners' needs (Yoel et al, 2022); transformation of the teaching experience and students' learning experience to achieve educational goals (Shemshack & Spector, 2020) Instructional video (Schmid et al, 2022) Interactive testing (Bekmanova et al, 2021) Work with multimedia textbook (Bekmanova et al, 2021) Didactic cards (Villatoro & de-Benito, 2022) Work with documents (Bekmanova et al, 2021) Quiz and games (Shemshack & Spector, 2020;Villatoro & de-Benito, 2022) Storytelling (Shemshack & Spector, 2020) Concept test (Shemshack & Spector, 2020;Villatoro & de-Benito, 2022) Peer learning students' learning with and from each other (Johler, 2022); horizontal educational process when students participate in instruction and evaluation (Johnson et al, 2021) Warm-up activity (Duran et al, 2019) Collaborative work (Mantra et al, 2019) Reporting (Johler, 2022) Conference (Johler, 2022;Johnson et al, 2021) Preparation of information messages (Johnson et al, 2021) Picture description (San Martin et al, 2020) Parallel control (Mantra et al, 2019) Webinar (Yang & Kim, 2022) Independent practice (Mitsiou, 2019) Peer evaluation (Johler, 2022;Johnson et al, 2021) Self-regulated learning Involvement of students' into organization and control of the learning environment (Lemmetty & Collin, 2020); process when students actively manage their own learning experiences (Mejeh & Held, 2022); process when learners monitor and control their cognition, motivation, and ...…”

Collaborative e-Portfolios Use in Higher Education During the COVID-19 Pandemic: A Co-Design Strategy

“…Participatory co-design begins with cooperation among educational participants, progresses via discussion and agreement, and culminates in co-creation (Bovill, 2020). Various levels of engagement are formed within co-design because there are varying interactions between participants (between educators, between learning peers, between learner and educator, or between professionals) and varying levels of participation (Villatoro Moral & de-Benito Crosetti 2022). Recent research has revealed substantial benefits of co-design: it can enhance deeper learning among students and further give educators critical insights to plan curriculum and instruction more effectively (Gros, 2019).…”