This document discusses a case study examining self-regulated learning in university students through academic social networks. It aims to identify, describe, and understand processes of self-regulated learning in these networks. The study uses a qualitative, interpretive case study methodology to understand how educational proposals, social network characteristics, collaboration, learning analytics, and student characteristics interact in facilitating self-regulated learning. The expected outcome is a better understanding of how academic social networks can be used to promote independent, self-motivated learning in university students.
Measures of Central Tendency: Mean, Median and Mode
Teaching with Academic Social Networks and Self Regulated Learning in University
1. Teaching with academic social networks and self-
regulated learning in university students:
Case study at the University
Ana Rodríguez Groba
Departament of Didactic and School Organization
2. AIM
To identify, describe and
understand processes of
self-regulated learning
in academic
social networks.
5. Informal learning may represent
80% of an individual’s knowledge
(Attwell, 2007)
20% 80%
6. “It promotes teaching students
to be thought independent,
self-motivated and self-regulated”
(Azevedo et al., 2008)
7. Self-Regulation Learning
SRL is defined as “an active and constructive process by
which the students determine their own learning goals and
try to monitor, regulate and control their thoughts, their
motivation and their performance according to these goals”
(Pintrich, 2000, p.459)
