How to design tools for supporting self-regulated learning in MOOCs? Lessons learned from a literature review from 2008 to 2016

dc.creatorPérez Álvarez, Ronald Antonio
dc.creatorPérez Sanagustín, Mar
dc.creatorMaldonado Mahauad, Jorge Javier
dc.date.accessioned2022-05-11T20:26:39Z
dc.date.available2022-05-11T20:26:39Z
dc.date.created2022-05-11T20:26:39Z
dc.date.issued2016
dc.identifier10.1109/CLEI.2016.7833361
dc.identifier978-1-5090-1633-4
dc.identifier9781509016341
dc.identifierhttps://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=7833361
dc.identifierhttps:/doi.org/10.1109/CLEI.2016.7833361
dc.identifierhttps://repositorio.uc.cl/handle/11534/63815
dc.description.abstractThis paper presents a systematic literature review that examines and analyzes the articles from 2008 to 2016 that have addressed the development of tools to support Self-Regulated Learning (SRL) in online and MOOC environments. The findings denote that: (1) there is a lack of tools to support SRL in MOOC environments; (2) the evaluation of the existing tools are not aligned whit the objectives of the research; (3) current research presents proposal of tools but very few achieve the stage of implementation; and (4) current existing tools tend to support many SRL strategies at the same time. We end up with a set of lessons learned for guiding the implementation of tools to support SRL strategies in MOOCs environments.
dc.languagees
dc.publisherIEEE
dc.relationLatin American Computing Conference (CLEI) (62° : 2017 : Valparaíso, Chile)
dc.rightsacceso restringido
dc.subjectBibliographies
dc.subjectSilicon compounds
dc.subjectMonitoring
dc.subjectSoftware
dc.subjectLibraries
dc.subjectMobile communication
dc.subjectDesign tools
dc.titleHow to design tools for supporting self-regulated learning in MOOCs? Lessons learned from a literature review from 2008 to 2016
dc.typecomunicación de congreso


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