Teaching with academic social networks and self-regulated learning in university students:

Case study at the University

Ana Rodríguez Groba Departament of Didactic and School Organization

AIM

To identify, describe and understand processes of self-regulated learning

in academic social networks.

Connected World. Social Networks. Blogs. Notebooks. Mobiles. Tablets. Here and There.

We need to learn. Learn in different ways. Beyond schools, universities.

Informal learning may represent 80% of an individual’s knowledge

(Attwell, 2007)

20% 80%

“It promotes teaching students to be thought independent,

self-motivated and self-regulated”

(Azevedo et al., 2008)

Self-Regulation Learning

SRL is defined as “an active and constructive process by which the students determine their own learning goals and try to monitor, regulate and control their thoughts, their motivation and their performance according to these goals”

(Pintrich, 2000, p.459)

Two options

• Personal Learning Enviroment

We don´t learn alone Social Self-Regulation Learning

New channels. We don´t only learn at school

Object of analysis

Triad formed by: -Educational proposal -Academic Social Network -Self-Regulated Learning

-5 questions-

Teaching proposal Characteristics of social networks

The role of collaboration

Learning Analytics Characteristics of students

Methodology

Qualitative paradigm

Interpretative

Case Studies

Methods: Understanding what happens?

Methodology II

Expected outcomes