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Cognitive Tools for Self-Regulated E-Learning
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Author(s): Tracey L. Leacock (Simon Fraser University, Canada)and John C. Nesbit (Simon Fraser University, Canada)
Copyright: 2007
Pages: 18
Source title:
Making the Transition to E-Learning: Strategies and Issues
Source Author(s)/Editor(s): Mark Bullen (British Columbia Institute of Technology, Canada)and Diane Janes (University of Saskatchewan, Canada)
DOI: 10.4018/978-1-59140-950-2.ch018
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Abstract
Working from the premise that students need advanced self-regulated learning (SRL) skills to succeed in e-learning environments, this chapter describes the use of a software application (gStudy) designed to help students take control of their learning and become better self-regulated learners. To address the challenges educators face in developing students’ metacognitive monitoring and self-regulatory skills, gStudy’s cognitive tools were designed in accordance with current SRL theory. Undergraduate students who used gStudy in an educational psychology course commented that they appreciated gStudy’s features, interface, and ability to positively influence their approach to learning. The authors conclude that SRL-fostering software applications such as gStudy may be key strategic elements in institutional transitions to e-learning.
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