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

Ahlem Chelghoum

doi:doi:10.11648/j.ajap.20170605.17

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

Ahlem Chelghoum

Published in American Journal of Applied Psychology (Volume 6, Issue 5)

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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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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TY  - JOUR
T1  - Promoting Students’ Self-Regulated Learning Through Digital Platforms: New Horizon in Educational Psychology
AU  - Ahlem Chelghoum
Y1  - 2017/10/24
PY  - 2017
N1  - https://doi.org/10.11648/j.ajap.20170605.17
DO  - 10.11648/j.ajap.20170605.17
T2  - American Journal of Applied Psychology
JF  - American Journal of Applied Psychology
JO  - American Journal of Applied Psychology
SP  - 123
EP  - 131
PB  - Science Publishing Group
SN  - 2328-5672
UR  - https://doi.org/10.11648/j.ajap.20170605.17
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.
VL  - 6
IS  - 5
ER  -

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Author Information

Ahlem Chelghoum

Department of English, Faculty of Foreign Languages, University of Badji Mokhtar, Annaba, Algeria

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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

Copy | Download

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

Copy | Download

@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}
}

Copy | Download

TY  - JOUR
T1  - Promoting Students’ Self-Regulated Learning Through Digital Platforms: New Horizon in Educational Psychology
AU  - Ahlem Chelghoum
Y1  - 2017/10/24
PY  - 2017
N1  - https://doi.org/10.11648/j.ajap.20170605.17
DO  - 10.11648/j.ajap.20170605.17
T2  - American Journal of Applied Psychology
JF  - American Journal of Applied Psychology
JO  - American Journal of Applied Psychology
SP  - 123
EP  - 131
PB  - Science Publishing Group
SN  - 2328-5672
UR  - https://doi.org/10.11648/j.ajap.20170605.17
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.
VL  - 6
IS  - 5
ER  -

Copy | Download