A framework for self-regulated project-based learning in higher education

Mohamed Yassine Zarouk, Francisco Restivo, Mohamed Khaldi

Resultado de pesquisarevisão de pares

Resumo

The 21st century requires the acquisition of new skills to keep pace with the drastic and continuous changing technology in our lives. Hence, this transforming causes a gap between the skills people learn and the skills people need. Consequently, today's labor force hiring candidates must be able to collaborate, communicate, and solve problems. For this propose, this chapter presents a framework for the self-regulation of project-based learning suitable for a student-centered learning environments in higher education. The framework is defined by a set of general requirements, based on a theoretical model, whereby strategies, practices, principles, tools, and actors are defined for conducting the project's processes, and it is instrumental according to a series of cyclical and reciprocal activities as well as a functional architecture. The integrated framework guides and helps learners to effectively benefit from the emergence of some educational digital tools and strategies such as gamification, portfolio, learning analytics, and digital mind mapping.
Idioma originalEnglish
Título da publicação do anfitriãoEducational and social dimensions of digital transformation in organizations
EditoresPaula Peres, Fernando Moreira, Anabela Mesquita
Local da publicaçãoHershey, United States
EditoraIGI Global Publishing
Capítulo10
Páginas218-273
Número de páginas56
ISBN (impresso)9781522562610, 1522562613
DOIs
Estado da publicaçãoPublicado - 26 out. 2018
Publicado externamenteSim

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