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Using BPMN to identify indicators for teacher intervention in support of self-regulation and co-regulation of learning in asynchronous e-learning
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Orientador(es)
Resumo(s)
We used BPMN diagrams to identify indicators that can assist teachers in their intervention actions to support students’ self-regulation and co-regulation in an asynchronous e-learning context. The use of BPMN modeling, by making explicit the tasks and procedures implicit in the intervention of the e-learning teacher, also exposed which data were available for developing decision-support indicators, as well as the relevant moments for carrying out interventions. Such indicators can help e-learning teachers focus their interventions to support selfregulation and co-regulation of learning, as well as enabling the creation of live data dashboards to support decision-making for those interventions, thus this process can contribute to devise better instruments for teacher intervention in support of self-regulation and co-regulation of student learning.
Descrição
Palavras-chave
Self-regulation Co-regulation Indicators BPMN Dashboards e-learning
Contexto Educativo
Citação
Editora
Springer International Publishing