This article aimed to explore teachers’ beliefs on reflective practice in their professional life and envision perspectives for transforming practice. I used auto/ethnography as a research methodology critically reflecting the self others’ lived experiences of teaching science, mathematics, technology context Nepal. explored that is required understanding our deep-seated dominant cultural pract...

Traditional research on human learning has neglected people’s beliefs about learning, the role of culture in shaping those beliefs, and people’s consequent learning behavior. Recent research provides evidence that cultural beliefs about learning are essential in influencing individuals’ beliefs and their actual learning. This article reviews research on Western learning beliefs, which emphasize...

This paper describes the design of the learner modelling component of the LEACTIVEMATH system, which was conceived to integrate modelling of learners’ competencies in a subject domain, motivational and affective dispositions and meta-cognition. This goal has been achieved by organising learner models as stacks, with the subject domain as ground layer and competency, motivation, affect and meta-...

The Internet offers easy access to open resources, especially for educational use. However, the quality of open resources has been constantly criticized (Wiley & Gurrell, 2009). The purpose of this study was to examine English-as-a-Second-Language (ESL) open educational resources (OERs) and to make recommendations for designing ESL OER websites that supported open language learning. Both the ES...

This study explores the extent to which subjective norm beliefs of online learners shape perceptions of ease-of-use and usefulness for the use of course delivery systems. Subjective norm beliefs represent the influence that instructors, mentors, and peers have on students to use the course delivery system. The results show that instructor and mentor influences are significant contributors to st...

This paper describes the design of the learner modelling component of the LEACTIVEMATH system, which was conceived to integrate modelling of learners’ competencies in a subject domain, motivational and affective dispositions and meta-cognition. This goal has been achieved by organising learner models as stacks, with the subject domain as ground layer and competency, motivation, affect and meta-...

In this paper, we present the architecture of an adaptive web-based concept map assessment tool, named COMPASS, which aims to support the assessment as well as the learning process. The presentation of the main modules of the tool focuses on the representation of the domain knowledge and the learner model, the diagnosis of the learner’s knowledge and the generation of the adaptive feedback. Bas...

This paper describes the design of the learner modelling component of the LEACTIVEMATH system, which was conceived to integrate modelling of learners’ competencies in a subject domain, motivational and affective dispositions and meta-cognition. This goal has been achieved by organising learner models as stacks, with the subject domain as ground layer and competency, motivation, affect and meta-...

In this paper we present a logic formalization of a model which allows us to represent, create and maintain a Learner Model for CSCL environments in a clear and adequate manner, in order to use it as the set of beliefs an agent holds about its user, supporting the effective collaboration between the learners in the community. Our model includes a representation method for the knowledge domain a...

This project explores how the ability to ask informative questions changes during development. We hypothesized an intrinsic link between the ability to update beliefs given evidence and the ability to ask informative questions. To study the developmental trajectory of this behavior, five to ten-year-old children played an iPad game asking them to identify a hidden bug. Learners could either ask...