Led On Line
Presentazione - About us
Novita' - What's new
E-Journals
E-books
Lededizioni Home Page Ricerca - Search
Catalogo - Catalogue
Per contattarci - Contacts
Per gli Autori - For the Authors
Statistiche - Statistics
Cookie Policy
Privacy Policy

Processi autoregolativi e feedback nell’apprendimento online

Massimo Margottini, Francesca Rossi

Abstract


The e-learning training, both within most traditional formal education contexts and in the latest version of MOOCs, is growing. However, the limits are also highlighted: high risk of drop-out, high variability in the quality of education and learning outcomes. The commitment to further qualify e-learning training implies a redefinition of educational and evaluation models and tools that consider aspects of cognitive, metacognitive and motivational nature. Specifically it seems interesting to study the self-regulation processes which many have highlighted as one of the main success factors in the study and which we must consider as particularly critical when the regulation of learning processes is completely or almost at the expense of the subject, as typically happens in e-learning contexts. It is therefore interesting to develop tools and strategies that help students to reflect and become aware of those dimensions that are basis of self-regulating behaviour. In this way also Social Learning Analytics perspective, through the implementation of feedback tools, offers interesting solutions to improve levels of awareness and trust of students in e-learning environments.


Keywords


Feedback; Learning strategies; Online learning; Self-regulation; Social learning analytics.

Full Text:

PDF


DOI: https://doi.org/10.7358/ecps-2020-021-marg

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

 


Journal of Educational, Cultural and Psychological Studies (ECPS)
Registered by Tribunale di Milano (19/05/2010 n. 278)
Online ISSN 2037-7924 - Print ISSN 2037-7932

Research Laboratory on Didactics and Evaluation - Department of Education - "Roma Tre" University


Executive Editor: Gaetano Domenici - Managing  Editor: Valeria Biasci
Editorial Board: Giuditta Alessandrini - Eleftheria Argyropoulou - Massimo Baldacci - Joao Barroso - Richard Bates - Christofer Bezzina - Paolo Bonaiuto - Lucia Boncori - Pietro Boscolo - Sara Bubb  - Carlo Felice Casula - Jean-Émile Charlier - Lucia Chiappetta Cajola - Carmela Covato - Jean-Louis Derouet - Peter Early - Franco Frabboni - Constance Katz - James Levin - Pietro Lucisano  - Roberto Maragliano - Romuald Normand - Michael Osborne - Donatella Palomba - Michele Pellerey - Clotilde Pontecorvo - Vitaly V. Rubtzov - Jaap Scheerens - Noah W. Sobe - Francesco Susi - Giuseppe Spadafora - Pat Thomson
Editorial Staff: Fabio Alivernini - Guido Benvenuto - Anna Maria Ciraci - Massimiliano Fiorucci - Luca Mallia - Massimo Margottini - Giovanni Moretti - Carla Roverselli 
Editorial Secretary:
Nazarena Patrizi