Self-regulated learning (SRL) is a crucial skill in the era when people need to learn during their whole lives. However, the traditional educational system, which is teacher-centered, does not cultivate this competence very well. In this paper we propose an approach to stimulate reflection of learners about their own learning processes, which is an important part of SRL. The approach is based o...

Self-regulated learning (SRL) and higher-order thinking skills (HOTS) are associated with academic achievement, but fostering these is not easy. Scholars have suggested an alternative way to scaffold important through analytics (LA). This paper presents a formative evaluation of course-level LA implementation the lens self-regulated (HOTS). We explored changes in students’ SRL, HOTS, perc...

Effective use of self-regulated learning (SRL) strategies may be particularly important for students participating in online education (Schunk & Zimmerman, 1998). The objective of this study was to investigate how different motivational components of social cognitive theory (Bandura, 1986) relate to students' use of cognitive and metacognitive learning strategies in online courses. University s...

Self-regulated learning, a seminal theory in education psychology, concerns how learners’ regulate their cognitive tactics and strategies. However, research indicates that learners rarely use the optimal learning tactics and strategies. Our system, MI-EDNA formally captures the SRL principles in the ontological framework and we use the Description Logic reasoning mechanism and the inference eng...

This paper proposes a self-regulated learning (SRL) system with scaffolding support in order to develop independent learning skills among students. The SRL system uses self-regulated learning and scaffolding theories to appeal to both instructors and learners. On the part of the instructors, a Content Accessibility Subsystem is provided to easily organize learning materials and to dynamically p...

Learning about complex and challenging science topics with advanced learning technologies requires students to regulate their learning. The deployment of key cognitive and metacognitive regulatory processes is key to enhancing learning in open-ended learning environments such as hypermedia. In this paper, we propose a metaphor—Computers as MetaCognitive tools—to characterize the complex nature ...

The mechanism of Self-Regulated Learning (SRL) is a complex interactive process involving cognitive selfregulation. Self-regulation is enacted by learners when they form specific learning strategies that they actively or subconsciously adopt in order to enhance their learning experience. Our research concerns the development of a framework that allows for Mixed Initiative Interactions (MII) to ...

In two randomized experiments, one conducted online (n = 174) and one in the classroom (n = 267), we tested the effects of two types of self-regulated learning (SRL) strategies on students' intentions to put effort into professional development activities: strength-based SRL strategies (i.e., identifying perceived relative strengths and, subsequently, selecting professional development activiti...

This paper presents two current research trends in e-learning that at first sight appear competing. Competence-based Knowledge Space Theory (CbKST) provides a knowledge representation framework which, since its invention by Doignon and Falmagne, has been successfully applied in various e-learning systems (e.g. ALEKS, ELEKTRA) providing automated personalisation to learners’ current knowledge an...

the present study adopts the perspective that metacognitive strategy instruction is bound to occur inside the classroom especially on oral tasks. accordingly, the researchers investigated whether metacognitive strategy instruction prior to oral tasks was more successful than conventional ways in improving efl learners’ oral proficiency. to this end, 56 participants studying in a language school...