ACOLEP-MD (Architecture to COntrol LEarning Processes with Mobile Devices) is an architecture to support monitoring of learning processes and to allow the teacher to spent more time with pupils with more difficulties.
Although there were variations across zones, the tasks carried out by CECs in more than half of the schools were problem solving (94%), community mobilisation (84%) and monitoring of learning (72%).
In addition, much progress has been made in "decentralising" textbook procurement so that schools can choose the quantity and type of textbooks and reading materials they require, as well as putting in place a Monitoring of Learning Achievement (MLA) system, which measures learning outcomes in literacy and numeracy.
Forty students recognized that a new strategy they selected could help them monitor conceptual understanding (a skill different from but related to monitoring effectiveness of learning strategies), so that they could identify concepts they had not yet mastered.
Although there is abundant experimental metamemory research on the relation between students' monitoring, regulation of learning, and learning outcomes, relatively little of this work has influenced educational research and practice.
Data were collected through participant observation, group discussions, satisfaction questionnaires, a monitoring tool of learning progress, and follow up visits.
Facilitation requires understanding of the learning process and primarily involves monitoring of student learning and promotion of effective group function.
These abilities involve students' establishing learning objectives, defining content and learning process, selecting methods and techniques to achieve learning objectives, monitoring the procedure of learning and evaluating what has been acquired.
Thus, effective tutors promote student learning by creating a supportive environment which encourages active participation by all members of the group, by monitoring the quality of learning through questions and feedback and by encouraging the development of students' metacognitive skills [ 3].
The tutor's role is to coach students only when appropriate to ensure that they make optimal use of the learning opportunities and then withdraw as students develop expertise in the process while continuing to monitor the quality of learning [ 40].
Social interaction is generally stimulated through introductory face-to-face meetings, while personalization and monitoring of students' learning progress is commonly organized through online instructional activities.
