The current international debate at faculties of teacher education about introducing and redesigning learning programmes by including supportive structures has emerged as an imperative for self-directed and lifelong learning approaches. It is clear that emancipating and transforming teacher education programmes for a quality education system needs creative and innovative strategies to empower student teachers for the classroom of the future.
- Motivation, better if intrinsic.
- Gamification would also improve performance.
- Feedback, it should be regular and clear, otherwise we can barely talk of self-regulated learning.
- Mastering soft skills like time management.
- Blended learning with flipped classes - they should interact in real life.
- Instructors availability for discussions.
- Mintoring: frustration detection, courseware quality monitoring.
We have several examples of how gamification can be applied:
Article GAMIFICATION IN HIGHER EDUCATION: KAZAN FEDERAL UNIVERSITY PRIMER
Conference Paper New model of mobile learning for the high school students pr...
While more work for the instructor/ professor, I have found that creating a collaborative student/ instructor community has helped improve students' engagement, and provides a socially constructive learning environment. It requires me to provide very flexible schedules of weekly online meetings (via Zoom.us), with pre-determined discussion points and/ or student presentations of materials. I have implemented changes in my online courses that my students have shared overwhelmingly positive responses.
I agree that the big key here is relationships that support a learning community -- the family of learners pursuing their chosen topics and activities within the overall curriculum goals. In online learning this is tricky but providing that community space for students and their teacher to discuss questions, suggestions to improve the learning experience, and other public or private concerns is vital to teaching and learning successes. A focus on intrinsic motivation and natural curiosity is a must as others have noted.
To my perception the strategies must be cognitive, meta cognitive and control the follow-up must be immediate in terms of its progress in a rhizomatic study way. The answers to each advance is an encouragement for the student.
I agree with Kelli. There is more work in distance education. So we need to find strategies and practices to help students learn and help us give substantial feedback.
Creating a collaborative environment can involve students, instructors and professors in the teaching and learning process. I think it is necessary at the beginning of courses to teach some self-regulation strategies.
Have a look at this article: The Impact of Self-Regulation Strategies on Student Success and Satisfaction in an Online Course (https://eric.ed.gov/?q=self-regulation+strategics+in+learning&id=EJ1131874).
Best regards.
I agree with the previous opinions. In my experience, students recommend:
1) have a first phase of knowledge of their peers to generate a connection that allows them to raise questions and support each other. This instance can be face-to-face or communication with video in simultaneous format, which allows students to get to know each other and interact in real time and not deferred.
2) there should be a schedule with defined dates that allows the student to plan milestones, which may be predefined or agreed with each student according to their times and rhythms, the important thing is to follow during the course.
3) Constant, accurate and improvement-oriented feedback. This implies that the tutor / teacher must be interacting permanently with their students, to detect when the student's participation is low and to inquire into the reasons for seeking the solution.
4) Assign tasks that can be tackled in the times and profile of the students of the course.
Marta
Thank you for your excellent article. It is highly appreciated for sharing.
To enhance students' self-directed learning for an open distance learning context, the following supportive strategies can be added to those mentioned by Airat, Kelly and the others:
- Encouraging/ group projects as part of the course;
- Enhancing intercultural and cross cultural communication to facilitate group interaction;
- Presenting the explanations in more than one way; varying the examples to address the different learning styles and types;
- Making case analysis as part and parcel of the course;
- Direct some synchronous sessions to model and facilitate discussions;
- Make sure that the content of the exam relates to learners' background and experience.
Maybe this can help you : http://www.anitacrawley.net/Resources/Articles/DabbaughPLE.pdf
All my RGs participants in this question. It is highly appreciated for all the valuable inputs.
An interesting article about Self-Regulated Learning Theory
http://cameronwills.net/uploads/3/4/4/7/34474936/ett741_literature_review_final_wills.pdf
When was the above article published? A more extensive review can be found at http://www.apa.org/education/k12/learners.aspx
A recent article:
Measuring Self-Regulation in Self-Paced Open and Distance Learning Environments
Article Measuring Self-Regulation in Self-Paced Open and Distance Le...
Distinguishing Self-directed and Self-regulated Learning and Measuring them in the E-learning Context
Procedia - Social and Behavioral Sciences
Volume 112, 7 February 2014, Pages 190-198
https://www.sciencedirect.com/science/article/pii/S1877042814011720
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