Combining self-regulation and competence-based guidance to personalise the learning experience in moodle

Abstract

Adaptive learning systems aim to address a learner’s specific needs, considering factors such as prior knowledge, learning efficiency, learning goals and motivation. Especially in distance education, often directed to adult learners with full-time jobs, it is very important to provide this necessary level of assistance to counteract high dropout rates. This paper describes an approach on how to support adult learners through the adoption of personalisation and guidance in Moodle. The implementation is based on the combination of two pedagogical approaches, competence-based learning and self-regulated learning (SRL). The three-phases approach of SRL (i.e. planning, learning, and reflecting) was used to roughly frame the design of the learning flow, where the individual phases are supported by competence-based guidance and reflection. In this way Moodle is extended from a teacher and course management to a learner-centric system. This work has been implemented and evaluated in the course of a European project that targets vocational training of heat pump installers.