نتایج جستجو برای: self regulated strategy development

تعداد نتایج: 2297413  

2016
Samuel Edelbring Rolf Wahlström

BACKGROUND Students' self-regulated learning becomes essential with increased use of exploratory web-based activities such as virtual patients (VPs). The purpose was to investigate the interplay between students' self-regulated learning strategies and perceived benefit in VP learning activities. METHOD A cross-sectional study (n = 150) comparing students' study strategies and perceived benefi...

Journal: :IASL Annual Conference Proceedings 2021

Journal: :Pacific journal of technology enhanced learning 2022

ePortfolios in higher education are assumed to be effective at developing and determining complex student competencies skills highly correspondent self-regulated learning (SRL). Research validating this assumption, however, is sparse of varying quality. Drawing on a recent, systematic review relevant literature by the presenter’s research team, Pecha Kucha explores major trends gaps into relati...

Journal: :Psychology and Aging 2008

Journal: :Educational Technology & Society 2013
Haihong Hu Marcy P. Driscoll

A mixed-methods study was conducted to examine the effects of self-regulated learning (SRL) strategy training on learners’ achievement, motivation and strategy use in a web-enhanced College Success course at a community college in southeast US. It was found that training assisted with students’ overall course performance and accomplishment of long-term tasks, enhanced students’ self-satisfactio...

ژورنال: کومش 2020

Introduction: Escherichia coli (E.coli) is one of the most widely used hosts for the production of recombinant proteins. The main problem in getting high product yields and productivity is the accumulation of acetic acid (acetate) as an unwanted metabolic by-product. In this study, an antisense-based strategy as a metabolic engineering approach was employed to hamper the acetate excretion probl...

Journal: : 2021

This study aimed to explore what navigating strategies L2 learners use during listening in a self-regulated mobile learning environment and whether or not metacognitive awareness about mobile-assisted correlated text recall, incidental vocabulary duration when regulated their listening. Learners with low-level proficiency were randomly assigned an experimental group where they allowed control t...

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