Self-Regulation of Learning and the Co-Design of Personalized Learning Pathways in Higher Education: A Theoretical Model Approach

Abstract

The way we learn is changing, and this requires seeking learner-centred pedagogical strategies. Based on this idea, this paper is about the process of construction and validation of a pedagogical model approach based on the perspectives of co-design, learning pathways and self-regulated learning. Through a process of Design Based Research, different techniques and instruments have been applied to collect information aimed at the creation and validation of a co-design model in the construction of personal learning pathways. Among them is the validation of the results through an expert judgment carried out in a future workshop. These results and the methodology of how they were validated is the part that is presented in this work. The data show the dimensions of the model and its representation from two perspectives, teacher, and student. Both points of view have the objective that the students reach new knowledge and improve self-regulated learning, being the protagonists of the whole process. In addition, the work is a proposal for a strategy to be implemented in hybrid, online or mixed contexts where the students become the protagonists of their learning.

Keywords

• learning co-design
• personalized learning pathways
• higher education
• self-regulated learning