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Promoting Students’ Self-Regulated Learning Through Digital Platforms: New Horizon in Educational Psychology

Received: 30 June 2017     Accepted: 25 July 2017     Published: 24 October 2017
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Abstract

In the last few decades, Information and Communication Technologies (ICTs) and Self-Regulation have become topics of prime interest in education. ICTs, for instance, are nowadays widely used in English as a foreign language (EFL) classes for being effective tools in facilitating teaching and learning. On the other hand, self-regulated learning is broadly demanded toemphasise students’ autonomy and engagement in the learning process. With regard to educational psychology, self-regulated learning (SRL) has a notable effect on students’ cognition, metacognition, motivation, and behaviours. However, in self-regulated learning, unlike self-directed learning, the teacher is primarily involved in the students’ regulation practices. This creates a challenge to the teachers concerning their abilities to support self-regulation inside the classroom walls and in a limited time, especially with the rapid evolution of technology including online platforms. The major concern of this research paper lies in the ways that support students’ self-regulation. Therefore, it ultimately discusses how online platforms, the case of ‘Easyclass’ can strengthen students’ self-regulation skills in order to improve their achievement. It also tries to assist instructors in teaching students how to be effective self-regulated learners and promote their study skills and habits through technologies.

Published in American Journal of Applied Psychology (Volume 6, Issue 5)
DOI 10.11648/j.ajap.20170605.17
Page(s) 123-131
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2017. Published by Science Publishing Group

Keywords

ICT, Self-Regulated Learning, Motivation, Easyclass, Online Platforms, Educational Psychology

References
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[2] Beeland, W. (2002). Student engagement, visual learning and technology: can interactive whiteboards help? Retrieved June 2017, from http://downloads01.smarttech.com/media/research/international_research/usa/beeland_am.pdf
[3] Carneiro, R., Lefrere, P., Steffens, K., & Underwood, J. (Eds.). (2011). Self-Regulated Learning in Technology Enhanced Learning Environments (Vol. 5). Rotterdam / Boston / Taipei: Sense Publishers.
[4] Chow, P. (2015, April). Teachers Attitudes Towards Technology in the Classroom. Master of Teaching Dissertation, Ontario Institute for Studies in Education of the University of Toronto.
[5] Clifford, M. M. (1984). Educational Psychology. InEncyclopedia of Education (pp. 413-416). New York: MacMilan.
[6] Fetsco, T., & McClure, J. (2005). Educational Psychology: An Integrated Approach To Classroom Decisions. Boston: Pearson.
[7] Gardner, C. J. (2011, April 12). Retrieved June 2017, at http://www.jclarkgardner.com/uploads/5/4/1/4/5414483/jclark_gardner_learning_motivation_2.pdf
[8] Granito, M., & Chernobilsky, E. (2012). The Effect of Technology on a Student's Motivation and Knowledge Retention. (17).
[9] Grinder, R. E. (1981). The New Science of Education: Educational Psychology in Search of a Mission. In F. H. Farley, & N. J. Gordon (Eds.), Psychology and Education: The State of the Union. Berkeley CA: McCutchan.
[10] Johnson, G. M., & Davies, S. M. (2014). Self-Regulated Learning in Digital Environments: Theory, Research, Praxis. British Journal of Research, 68-80.
[11] Martin, J., & McLellan, A.-M. (2007). The Educational Psychology of Self-Regulation: A Conceptual and Critical Analysis. Studies in Philosophy and Education (27), 433-448.
[12] Pintrich, P. R., & De Groot, E. V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, 82 (1), 33-40.
[13] Reynolds, W. M., & Miller, G. E. (Eds.). (2003). Handbook of Psychology: Educational Psychology (Vol. VII). New Jersey.: John Wiley & Sons, Inc.
[14] Sanacore, J. (2008). Turning Reluctant Learners into Inspired Learners. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81 (1), 40-44.
[15] Sardareh, S. A., Mohd Saad, M. R., & Boroomand, R. (2012). Self-Regulated Learning Strategies (SRLS) and academic achievement in pre-university EFL learners. California Linguistic Notes, XXXVII (1), 1-35.
[16] Schunk, D. H., & Zimmerman, B. J. (2003). Self-Regulation and Learning. In W. M. Reynolds, & G. E. Miller (Eds.), Handbook of Psychology: Educational Psychology (Vol. VII, pp. 59-78). New Jersy: John Wiley & Sons, Inc.
[17] Thuseethan, S., & Kuhanesan, S. (2014). Effective Use of Human Computer Interaction in Digital Academic Supportive Devices. International Journal of Science and Research, 3 (6), 388-392.
[18] Winne, P. H. (2005). Key Issues in Modelling and Applying Research on Self-Regulated Leanring. Applied Psychology, 54 (2), 232-238.
[19] Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory into Practice, 41 (2), 64-70.
[20] Zimmerman, B. J. (1990). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25 (1), 3-17.
Cite This Article
  • APA Style

    Ahlem Chelghoum. (2017). Promoting Students’ Self-Regulated Learning Through Digital Platforms: New Horizon in Educational Psychology. American Journal of Applied Psychology, 6(5), 123-131. https://doi.org/10.11648/j.ajap.20170605.17

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    ACS Style

    Ahlem Chelghoum. Promoting Students’ Self-Regulated Learning Through Digital Platforms: New Horizon in Educational Psychology. Am. J. Appl. Psychol. 2017, 6(5), 123-131. doi: 10.11648/j.ajap.20170605.17

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    AMA Style

    Ahlem Chelghoum. Promoting Students’ Self-Regulated Learning Through Digital Platforms: New Horizon in Educational Psychology. Am J Appl Psychol. 2017;6(5):123-131. doi: 10.11648/j.ajap.20170605.17

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  • @article{10.11648/j.ajap.20170605.17,
      author = {Ahlem Chelghoum},
      title = {Promoting Students’ Self-Regulated Learning Through Digital Platforms: New Horizon in Educational Psychology},
      journal = {American Journal of Applied Psychology},
      volume = {6},
      number = {5},
      pages = {123-131},
      doi = {10.11648/j.ajap.20170605.17},
      url = {https://doi.org/10.11648/j.ajap.20170605.17},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajap.20170605.17},
      abstract = {In the last few decades, Information and Communication Technologies (ICTs) and Self-Regulation have become topics of prime interest in education. ICTs, for instance, are nowadays widely used in English as a foreign language (EFL) classes for being effective tools in facilitating teaching and learning. On the other hand, self-regulated learning is broadly demanded toemphasise students’ autonomy and engagement in the learning process. With regard to educational psychology, self-regulated learning (SRL) has a notable effect on students’ cognition, metacognition, motivation, and behaviours. However, in self-regulated learning, unlike self-directed learning, the teacher is primarily involved in the students’ regulation practices. This creates a challenge to the teachers concerning their abilities to support self-regulation inside the classroom walls and in a limited time, especially with the rapid evolution of technology including online platforms. The major concern of this research paper lies in the ways that support students’ self-regulation. Therefore, it ultimately discusses how online platforms, the case of ‘Easyclass’ can strengthen students’ self-regulation skills in order to improve their achievement. It also tries to assist instructors in teaching students how to be effective self-regulated learners and promote their study skills and habits through technologies.},
     year = {2017}
    }
    

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    AB  - In the last few decades, Information and Communication Technologies (ICTs) and Self-Regulation have become topics of prime interest in education. ICTs, for instance, are nowadays widely used in English as a foreign language (EFL) classes for being effective tools in facilitating teaching and learning. On the other hand, self-regulated learning is broadly demanded toemphasise students’ autonomy and engagement in the learning process. With regard to educational psychology, self-regulated learning (SRL) has a notable effect on students’ cognition, metacognition, motivation, and behaviours. However, in self-regulated learning, unlike self-directed learning, the teacher is primarily involved in the students’ regulation practices. This creates a challenge to the teachers concerning their abilities to support self-regulation inside the classroom walls and in a limited time, especially with the rapid evolution of technology including online platforms. The major concern of this research paper lies in the ways that support students’ self-regulation. Therefore, it ultimately discusses how online platforms, the case of ‘Easyclass’ can strengthen students’ self-regulation skills in order to improve their achievement. It also tries to assist instructors in teaching students how to be effective self-regulated learners and promote their study skills and habits through technologies.
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Author Information
  • Department of English, Faculty of Foreign Languages, University of Badji Mokhtar, Annaba, Algeria

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