Proposed Self-Regulation Model for Collaborative E-Learning Systems in Kenyan Public Universities
- 1 University of Nairobi, Kenya
Copyright: © 2020 Grace Leah Akinyi and Robert Oboko. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Integration of technology in learning such as Electronic-learning has become an indispensable segment of higher education in Sub-Saharan Africa. This has opened up opportunities that improve teaching and learning. There is need for intervening in e-learning environments towards developing Self-regulated learning support, which can lead to improvement in performance and learner retention. SRL provides students with capability to acquire and update complex and systemic concepts and make judgements about their progress as they do so. Lack of ability to self-regulate is a major reason for dropout rates and poor performance in E-learning courses, due in part to students not recognizing the effort and organization required to succeed in online courses and the difficulty for instructors to monitor student progress. This study was carried out in order to develop an SRL model for collaborative e-learning based on SRL theories to determine the SRL strategies to model. The study proposes an SRL model based on Social Cognitive Theory of SRL as an intervention for reducing drop-out rates and improving performance of e-learning environments in Kenyan Public Universities.
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- Self-Regulated Learning
- Peer Learning
- Collaborative e-Learning
- Intelligent Educational Systems
- Student Performance and Retention