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Integrated Use of Multiple Social Software Tools and Face-to-Face Activities to Support Self-Regulated Learning: A Case Study in a Higher Education Context

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Seamless Learning in the Age of Mobile Connectivity

Abstract

Recently, researchers have started to explore how mobile devices, social media or personal learning environments can support or promote self-regulated learning. In continuation of these research efforts, we developed a pedagogical framework for seamless learning based on the levels of interactivity and self-regulation of learning that different tools and activities enable. With this pedagogical design, we bridge individual and collaborative activities as well as face-to-face and mobile social media activities. The aim is to activate the degree of interaction and sharing desired and required for engaged learning. In this chapter, we introduce the theoretical principles of the framework: self-regulated learning, cognitive tools and macro-scripts. We also illustrate the pedagogical principles with a case study in a higher education context as an example of designing the integrated use of multiple social software tools and face-to-face activities to support self-regulated learning.

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Authors and Affiliations

  1. Learning & Educational Technology Research Unit (LET), Faculty of Education, University of Oulu, Oulu, Finland

    Jari Laru & Sanna Järvelä

Authors
  1. Jari Laru
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  2. Sanna Järvelä
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Correspondence to Jari Laru .

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Editors and Affiliations

  1. National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Lung-Hsiang Wong

  2. Linnaeus University, Växjö, Sweden

    Marcelo Milrad

  3. Open University, AT Heerlen, The Netherlands

    Marcus Specht

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Laru, J., Järvelä, S. (2015). Integrated Use of Multiple Social Software Tools and Face-to-Face Activities to Support Self-Regulated Learning: A Case Study in a Higher Education Context. In: Wong, LH., Milrad, M., Specht, M. (eds) Seamless Learning in the Age of Mobile Connectivity. Springer, Singapore. https://doi.org/10.1007/978-981-287-113-8_24

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