On the development of blockchain-based learning management system as a metacognitive tool to support self-regulation learning in online higher education

The study of online higher education learning and academic achievement has increasingly emphasized self-regulated learning (SRL). Few studies so far have investigated the blockchain-based learning management system (LMS) and adaptive SRL intervention in online higher education. This paper aimed to d...

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Bibliographic Details
Published in:Interactive learning environments 2023-07, Vol.31 (5), p.3148-3171
Main Authors: Saadati, Zohreh, Zeki, Canan Perkan, Vatankhah Barenji, Reza
Format: Article
Language:English
Subjects:
Adaptive learning
Blockchain
blockchain technology
CAI
Collaboration
collaborative learning
Computer assisted instruction
Content analysis
Cooperation
Distance learning
Electronic Learning
English Instruction
Goal Orientation
Graduate Students
Higher Education
Intervention
learning management system
Learning Management Systems
Learning Processes
Management Systems
Metacognition
metacognitive tools
Monetary Systems
Programming
Reflection
Scaffolding
Self Management
Self regulation
Skill Development
Technology
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Summary:The study of online higher education learning and academic achievement has increasingly emphasized self-regulated learning (SRL). Few studies so far have investigated the blockchain-based learning management system (LMS) and adaptive SRL intervention in online higher education. This paper aimed to develop a blockchain-enabled LMS as a metacognitive tool in online higher education with SRL adaptive intervention (AI) to improve planning, monitoring, collaboration, zone of proximal development (ZPD), scaffolding, and reflection towards self-regulation development and learning achievement. To do that, based on the benchmark data of 33 English Language Teaching (ELT) Master of Art (MA) students, the blockchain-based LMS is developed that provided three phases of planning, action, and reflection SRL AI throughout the online programme. Data were collected quantitatively by utilizing SRL pre - and post-test questionnaire which were analysed along the t-test and qualitatively by adopting reflective essays which were analysed through the content analysis method. The findings of the study revealed that the blockchain-based SRL intervention online programme had provided opportunities for MA candidates to develop their SRL skills in realistic goal setting, and their self-monitoring, self-reflection, self-awareness through coaching/judging, ZPD, and collaboration.
ISSN:1049-4820
1744-5191
DOI:10.1080/10494820.2021.1920429