Abstract
After the COVID-19 pandemic, universities moved towards online and Blended Learning (BL) modes to offer greater curricular flexibility. Yet, recent research shows that students have difficulties regulating their learning strategies to adapt to the different learning modes that BL entails, which mixes face-to-face with online activities taking place in different learning contexts and environments. Prior work on Self-Regulated Learning (SRL) has explored the use of dashboard-based scaffolds for supporting students’ learning strategies. However, most existing solutions are designed for supporting students in online settings (i.e., MOOCs), disregarding the teachers’ role in BL settings and the support they need to monitor and promote students’ SRL. This paper presents the design process followed for transforming a tool designed for supporting students’ SRL in MOOCs into a Moodle plugin for BL. Following a design-based research methodological approach, we describe all the phases conducted for identifying the most appropriate indicators and visualizations for supporting SRL in BL practices, implementing and evaluating a first prototype. Results of a local evaluation with 114 teachers and a broad evaluation with 311 students shed some light on the type of indicators, dashboards and functionalities that should be considered when designing solutions for supporting SRL in BL settings.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
References
Graham, C.R.: Blended learning systems. Definition, current trends, and future directions. In: Handbook of Blended Learning: Global Perspectives, local designs, pp. 3–21 (2016)
Broadbent, J.: Comparing online and blended learner’s self-regulated learning strategies and academic performance. Internet High. Educ. 33, 24–32 (2017)
Broadbent, J., Fuller-Tyszkiewicz, M.: Profiles in self-regulated learning and their correlates for online and blended learning students. Educ. Tech. Res. Dev. 66(6), 1435–1455 (2018). https://doi.org/10.1007/s11423-018-9595-9
Wang, F.H.: An exploration of online behaviour engagement and achievement in flippedclassroom supported by learning management system. Comput. Educ. 114, 79–91 (2017)
Devolder, A., van Braak, J., Tondeur, J.: Supporting self-regulated learning in computer-based learning environments: systematic review of effects of scaffolding in the domain of science education. J. Comput. Assist. Learn. 28(6), 557–573 (2012)
Jørnø, R.L., Gynther, K.: What constitutes an ‘actionable insight’ in learning analytics? J. Learn. Anal. 5(3), 198–221 (2018)
Wong, J., Baars, M., Davis, D., Van Der Zee, T., Houben, G.J., Paas, F.: Supporting self-regulated learning in online learning environments and MOOCs: a systematic review. Int. J. Hum.-Comput. Interact. 35(4–5), 356–373 (2019)
Alario-Hoyos, C., et al.: Redesigning a freshman engineering course to promote active learning by flipping the classroom through the reuse of MOOCs. Int. J. Eng. Educ. 35(1B), 385–396 (2019)
Shyr, W.J., Chen, C.H.: Designing a technology-enhanced flipped learning system to facilitate students’ self-regulation and performance. J. Comput. Assist. Learn. 34(1), 53–62 (2017)
Michel, C., et al.: Supporting awareness and self-regulation in project-based learning through personalized dashboards. Int. J. Technol. Enhanc. Learn. (IJTEL) 9(2/3), 204–226 (2017)
Moos, D.C., Ringdal, A.: Self-regulated learning in the classroom: a literature review on the teacher’s role. Educ. Res. Int. 12, 423284 (2012)
Pérez-Álvarez, R., Maldonado-Mahauad, J.J., Sapunar-Opazo, D., Pérez-Sanagustín, M.: NoteMyProgress: a tool to support learners’ self-regulated learning strategies in MOOC environments. In: Lavoué, É., Drachsler, H., Verbert, K., Broisin, J., Pérez-Sanagustín, M. (eds.) EC-TEL 2017. LNCS, vol. 10474, pp. 460–466. Springer, Cham (2017). https://doi.org/10.1007/978-3-319-66610-5_43
Reimann, P.: Design-based research. In: Markauskaite, L., Freebody, P., Irwin, J. (eds.) Methodological Choice and Design. Methodos Series, vol. 9, pp. 37–50. Springer, Dordrecht (2011). https://doi.org/10.1007/978-90-481-8933-5_3
Bannan-Ritland, B.: The role of design in research: the integrative learning design framework. Educ. Res. 32(1), 21–24 (2003)
Schwendimann, B.A., et al.: Perceiving learning at a glance: a systematic literature review of learning dashboard research. IEEE Trans. Learn. Technol. 10, 30–41 (2017)
Kerzner, E., Goodwin, S., Dykes, J., Jones, S., Meyer, M.: A framework for creative visualization-opportunities workshops. IEEE Trans. Vis. Comput. Graph. 25, 748–758 (2018)
Maldonado-Mahauad, J., Aguilar, B., Sigua, E.: FlipMyLearning: a tool for monitoring and predicting learner behavior in moodle. In: XVI Latin American Conference on Learning Technologies (LACLO), pp. 16–23 (2021)
Scheffel, M., Drachsler, H., Toisoul, C., Ternier, S., Specht, M.: The proof of the pudding: Examining validity and reliability of the evaluation framework for learning analytics. In: Lavoué, É., Drachsler, H., Verbert, K., Broisin, J., Pérez-Sanagustín, M. (eds.) EC-TEL 2017. LNCS, vol. 10474, pp. 194–208. Springer, Cham (2017). https://doi.org/10.1007/978-3-319-66610-5_15
Jivet, I., Scheffel, M., Schmitz, M., Robbers, S., Specht, M., Drachsler, H.: From students with love: An empirical study on learner goals, self-regulated learning and sense-making of learning analytics in higher education. Internet High. Educ. 47, 100758 (2020)
Acknowledgments
This paper was supported by the ANR LASER (156322) and the Vicerrectorado de Investigación de la Universidad de Cuenca. The authors acknowledge PROF-XXI, which is an Erasmus+ Capacity Building in the Field of Higher Education project funded by the European Commission (609767-EPP-1-2019-1- ES-EPPKA2-CBHE-JP). This publication reflects the views only of the authors and funders cannot be held responsible for any use which may be made of the information contained therein.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this paper
Cite this paper
Pérez-Sanagustín, M., Pérez-Álvarez, R., Maldonado-Mahauad, J., Villalobos, E., Sanza, C. (2022). Designing a Moodle Plugin for Promoting Learners’ Self-regulated Learning in Blended Learning. In: Hilliger, I., Muñoz-Merino, P.J., De Laet, T., Ortega-Arranz, A., Farrell, T. (eds) Educating for a New Future: Making Sense of Technology-Enhanced Learning Adoption. EC-TEL 2022. Lecture Notes in Computer Science, vol 13450. Springer, Cham. https://doi.org/10.1007/978-3-031-16290-9_24
Download citation
DOI: https://doi.org/10.1007/978-3-031-16290-9_24
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-16289-3
Online ISBN: 978-3-031-16290-9
eBook Packages: Computer ScienceComputer Science (R0)