Α SRL-LAB INTERVENTION PROGRAM IN MOODLE FOR COMPUTER SCIENCE STUDENTS

I. Christolouka, F. Paraskeva, A. Alexiou, A.M. Souki

University of Piraeus (GREECE)
Academic demands require university students to be autonomous and responsible learners in a new educational environment, in order to put and adapt themselves in front of new challenges that they will have to learn how to cope with.

By introducing a university course based on self-regulated learning (SRL), students can be able to manage how to regulate their learning in the direction of these autonomous and high demands. Integrating an intervention program based on SRL procedures could be an effective way of enhancing students to manage their own path of learning in a constructive learning process. In addition, the wide use of technology poses one more challenge to universities courses: how to acquire a set of skills combined with the learning content, the way of thinking and the means of cognitive, metacognitive and motivational strategies that allow them to construct their knowledge.

The aim of this research is to propose an SRL macro scenario – based on an LMS platform of Moodle - in order to elaborate the educational potential, tailoring the content of the course. Particularly, this study examined an SRL-Lab intervention in Moodle as a blended learning in a course of ‘Educational Psychology with technology for Engineers’, regarding the study and training of Greek university computer science students. Within the same experimental group designed, the SRL-Lab intervention was developed in Moodle along the lines of SRL strategies and Moodle plug ins customization. According to this, it is described a conceptual framework supporting SRL skills on Moodle. The purpose of this paper is to propose a well- designed conceptual framework as macro educational scenario for the university course following the SRL learning processes in practice. The measurements revealed that students can learn in depth the content of the course in action; as well they increased the use of learning strategies to monitor and evaluate their own learning by using the tools that an e-learning environment can provide for these purposes. This research underlines the effects of an SRL macro-scenario and its contribution to students’ SRL skills.