The regulation of learning effort in online environments: the role of interdisciplinary articulation

Abstract

Higher education teachers have therefore been assuming new roles in the teaching and learning process; immersed in a technological environment increasingly more inseparable from their lives and the lives of their students. On the other hand, students have also assumed new behaviours and responsibilities in this field. With more and better access to information, today’s students prefer to work and reflect on real-world problems, actively cooperating and collaborating in environments permanently mediated by technology. In this context, teachers began to assume increasingly the role of facilitators and moderators of their students’ learning, becoming more centred and self-regulated by them. This chapter presents a currently active project that is reflecting on the role of interdisciplinary articulation in the regulation of the learning effort by higher education students in online environments. The authors present the research problem, the questions and the goals, as well as the adopted methodology. The results and the concluding remarks will be published at a later stage.