The role of social media in self-regulated learning Online publication date: Thu, 30-Jan-2014
by Nada Dabbagh; Anastasia Kitsantas
International Journal of Web Based Communities (IJWBC), Vol. 9, No. 2, 2013
Abstract: The challenge for faculty and academic institutions is to leverage the learning affordances of social media, particularly those that enable learners to become independent, self-regulated learners. There is evidence that social media can facilitate the creation of personal learning environments (PLE) that help learners develop and apply self-regulated learning processes such as setting appropriate personal goals, using task strategies to manage information, and engaging in self-monitoring and self-evaluation to progress to socially mediated knowledge and networked learning. The present study examines how learners (N = 87) use social media to create a PLE that supports their learning experience and whether learners apply self-regulated learning processes while creating this PLE. The study also reports on the degree to which earners' use of social media aligns with a three-level pedagogical framework for social media use and provides guidelines for the development of PLE.
Existing subscribers:
Go to Inderscience Online Journals to access the Full Text of this article.
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Web Based Communities (IJWBC):
Login with your Inderscience username and password:
Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.
If you still need assistance, please email subs@inderscience.com
Our Blog 
Follow us on Twitter 
Visit us on Facebook