PROMOTING SELF-REGULATED LEARNING STRATEGIES FOR FIRST-YEAR STUDENTS THROUGH THE COMPER SERVICE

Abstract

Implementing remote and blended higher education courses motivated the design for new support services for autonomous learning. Thus, combining a competence-based approach and self-regulation, the COMPER project offers a service to be used in addition to the courses. It consists of a graphical presentation of the learners' competency profile (following the open learner model's approach) and a personalized resources recommendation system. To assess its usefulness and usability, we conducted a study to test the COMPER service on 181 first-year students (from a two-year university diploma in computing), in addition to practical work carried out remotely. Based on a survey (usage data and scales) analysis, our study shows that globally the learners perceive the service as useful, especially those who favor working individually. Finally, our findings showed how much attention must be paid before implementing an independent OLM into an existing learning environment, especially for learners lacking SRL competencies.