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Self-regulated learning

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Full-Text Articles in Education

Digital Literacy, Attitudes Toward E-Learning, And Task Value Roles In College Students’ Distance Learning Self-Regulation, Husnul Muasyaroh, Lucia R.M. Royanto Apr 2024

Digital Literacy, Attitudes Toward E-Learning, And Task Value Roles In College Students’ Distance Learning Self-Regulation, Husnul Muasyaroh, Lucia R.M. Royanto

Psychological Research on Urban Society

The increased adoption of distance learning in higher education, which was especially evident in urban areas during the COVID-19 pandemic, underscores the crucial role of self-regulated learning (SRL) skills. Although previous research demonstrated positive correlations between learner factors and SRL in distance education, a research gap exists in understanding the mediating and moderating roles of specific factors. This study addresses this concern by examining the relationship between digital literacy and SRL as mediated by attitude toward e-learning with task value as a moderator. The study recruited 538 college students (aged 17–25 years) from 10 public universities. Digital literacy was measured …

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The Impact Of Guided Notes Intervention On Learning Achievement, Quality Of Notes, And Perception, Bryan Richard Biggers Apr 2024

The Impact Of Guided Notes Intervention On Learning Achievement, Quality Of Notes, And Perception, Bryan Richard Biggers

STEMPS Theses & Dissertations

Guided notes in the form of teacher-prepared materials that guide students through the lesson with cues and space have been recommended as a possible aid to support student learning. The present study investigated the results of guided notes on the students’ learning achievement, the quality of the students’ notes, and the students’ perceptions of note-taking. Sixty students were enrolled in an eight-week, asynchronous, online, general education course and were divided into nonintervention and intervention groups where the nonintervention groups took notes without support while the students in the intervention group took notes with guided notes during weeks two through seven. …

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Writing Is A Process, Not A Product: Encouraging Student Engagement Through Self-Assessment, Erin Riley-Lepo, Kayla Teeling Nov 2023

Writing Is A Process, Not A Product: Encouraging Student Engagement Through Self-Assessment, Erin Riley-Lepo, Kayla Teeling

New Jersey English Journal

Going beyond traditional writing practices by utilizing a student-centered approach can benefit both student and teacher. In this essay, two high school English teachers present theories on student-regulated learning, formative assessment, and self-assessment in writing instruction. Then, they describe and provide examples of how these theories inform their writing instruction.

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The Effects Of Self-Regulated Learning On Community College Students Metacognition, Motivation And Achievement In Geoscience Courses, Melani A. Loney Oct 2023

The Effects Of Self-Regulated Learning On Community College Students Metacognition, Motivation And Achievement In Geoscience Courses, Melani A. Loney

Educational Leadership & Workforce Development Theses & Dissertations

This study investigated the impact of training in self-regulated learning on community college, geoscience students’ achievement, metacognition, time management, and science motivation scales. The study also investigated the impact of SRL training on these outcomes as a function of gender and ethnicity. During the Fall of 2022, 70 community college geoscience students from 9 different classes participated in the study. The classes were bifurcated with one half of the students in each class randomly assigned to the SRL treatment and the other half to the control condition. Each week, for 10 weeks during the semester, students in the treatment group …

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A Phenomenological Study Examining The Experiences Of Homeschool Parents Who Use Online Courses As Scaffolding To Improve Their Children's Self-Efficacy, Andrew Scott Robinson Aug 2023

A Phenomenological Study Examining The Experiences Of Homeschool Parents Who Use Online Courses As Scaffolding To Improve Their Children's Self-Efficacy, Andrew Scott Robinson

Doctoral Dissertations and Projects

The number of homeschooling families in the United States has rapidly increased since the 1970s, and in particular since the COVID-19 pandemic. This influx of families has brought differing motivations for homeschooling and expectations for curriculum. Online course implementation has been linked to improved self-efficacy, as well as science, technology, engineering, and math (STEM) career selection. The purpose of this transcendental phenomenological study was to understand how homeschool parents utilize online courses as scaffolding to improve self-efficacy in their children as a means of college or career preparation. The theories guiding this study were Bandura’s theory of self-efficacy and Bruner’s …

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Effects Of A Self-Monitoring Tracking System Combined With Blended Learning Intervention Time On Students’ Self-Regulated Learning Skills And Academic Performance, Jennifer E. Augustine Jul 2023

Effects Of A Self-Monitoring Tracking System Combined With Blended Learning Intervention Time On Students’ Self-Regulated Learning Skills And Academic Performance, Jennifer E. Augustine

Theses and Dissertations

The purpose of this action research was to evaluate the effects of the implementation of blended learning combined with a self-monitoring achievement system on students’ self-regulated learning (SRL) skills and academic performance in an eighth-grade English language arts classroom. SRL has been linked to higher academic achievement and success in and out of school. However, many students lack SRL skills, especially at the middle school level. This study addressed three research questions in order to better understand how students’ SRL skills and academic performance could be improved: (1) How and in what ways does the implementation of blended learning, combined …

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Comparing Weekly Reflection Surveys And A Midterm Survey: Insights On Formative Feedback In Graphical Communication Education, Lulu Sun, Chad Rohrbacher Jun 2023

Comparing Weekly Reflection Surveys And A Midterm Survey: Insights On Formative Feedback In Graphical Communication Education, Lulu Sun, Chad Rohrbacher

Publications

The authors report on a pedagogical feedback strategy employed in a first-year engineering graphics course, which implemented a flipped classroom model for self-regulated learning. Class time was reserved for activities and content clarifications. To encourage self-regulated learning and just-in-time teaching modifications, students completed a weekly mixed methods survey in the fall semester of 2022. Over each semester, 12 weeks of student data were collected. To further understand students’ concerns and capture potentially different voices, an anonymous midterm survey was administered by the Center of Teaching and Learning Excellence (CTLE) in the middle of the fall semester of 2022. A comparison …

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Pursuing Professional Learning By Using Social Media: How Do Instructional Designers Apply Self-Regulated Learning?, Pauline Salim Muljana, Tian Luo Jun 2023

Pursuing Professional Learning By Using Social Media: How Do Instructional Designers Apply Self-Regulated Learning?, Pauline Salim Muljana, Tian Luo

Educational Leadership & Technology Faculty Publications

The instructional design and technology field are dynamic, requiring instructional designers to stay abreast through timely professional learning. Social media offers characteristics to collapse the time, geographical, and financial limitations of informal professional learning, but challenges exist. Continuous professional learning requires proactive actions, wherein self-regulated learning (SRL) plays an important role. However, not all professionals know the effective strategies to promote SRL skills. This study examines instructional designers’ (N = 17) experiences of professional learning on social media through an SRL lens. Data collected through semi-structured interviews were analyzed using thematic analysis. Findings include SRL strategies conducted by instructional designers …

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The Effect Of Reflection On Retrieval Practice To Self-Regulated Learning, Janean Heyboer May 2023

The Effect Of Reflection On Retrieval Practice To Self-Regulated Learning, Janean Heyboer

Master of Education Program Theses

This action research study investigated the relationship between reflection on retrieval practice quizzes and its effect on students’ ability to self-regulate their learning. Participants in this study included 33 students from a school in California in an honors anatomy and physiology course. Students took an initial survey about self-regulation and participated in retrieval practice quizzes for eight weeks. The experimental group also intentionally practiced reflection during and after the quizzes. The same self-regulated learning survey was conducted at the conclusion of the study and the results were analyzed. The results of the study show reflection on retrieval practice had no …

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The Duality Of Teachers As Learners Through Influences Of Self-Regulation In Pedagogical Competencies: A Case Study, Rebecca Young Apr 2023

The Duality Of Teachers As Learners Through Influences Of Self-Regulation In Pedagogical Competencies: A Case Study, Rebecca Young

Doctoral Dissertations and Projects

The purpose of this multiple case study was to describe the elements of self-regulated learning utilized by K-12 teachers navigating the process of improving instructional pedagogy and self-efficacy in a rural school district. The guiding theory of this study was Bandura’s social cognitive theory of self-regulation, as it addresses the connection of self-directedness in goal attainment actions, motivation, and efficacy in learners. A multiple case study of twelve K-12 teachers in a rural school district was used to showcase the individuals’ lenses of self-regulatory practices. Open-ended interviews focused on the patterns and experiences with self-regulation each educator exhibits while designing, …

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Metacognition And Self-Regulation Influence Academic Performance In Occupational And Physical Therapy Students, Evan M. Pucillo, Gabriela Perez Jan 2023

Metacognition And Self-Regulation Influence Academic Performance In Occupational And Physical Therapy Students, Evan M. Pucillo, Gabriela Perez

Journal of Occupational Therapy Education

An understanding of student learning strategies is an important component of supporting academic success and avoiding difficulty. Prior inquiry has demonstrated certain learning strategies are more closely related to academic performance than others. The purpose of this study was to describe predictive relationships between the Metacognitive Awareness Inventory (MAI), Learning and Study Strategies Inventory (LASSI), and grade point average (GPA) in occupational therapy (OT) and physical therapy (PT) programs. A multi-center convenience sample of N=75(100%) entry-level students [OT: 34(45%); PT: 41(55%)] was included from Florida 32(42.7%), California 21(28%), and Texas 22(29.3%). A hierarchical linear regression analysis demonstrated the combination of …

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Pursuing Professional Learning By Using Social Media: How Do Instructional Designers Apply Self-Regulated Learning?, Pauline Salim Muljana, Tian Luo Jan 2023

Pursuing Professional Learning By Using Social Media: How Do Instructional Designers Apply Self-Regulated Learning?, Pauline Salim Muljana, Tian Luo

STEMPS Faculty Publications

The instructional design and technology field are dynamic, requiring instructional designers to stay abreast through timely professional learning. Social media offers characteristics to collapse the time, geographical, and financial limitations of informal professional learning, but challenges exist. Continuous professional learning requires proactive actions, wherein self-regulated learning (SRL) plays an important role. How-ever, not all professionals know the effective strategies to promote SRL skills. This study examines instructional designers' (N = 17) experiences of professional learning on social media through an SRL lens. Data collected through semi-structured inter-views were analyzed using thematic analysis. Findings include SRL strategies con-ducted by instructional designers …

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Math Self-Regulated Learning Assisted By Metacognitive Support By Reviewing Sex Differences In Mathematics Anxiety, Fenty Rahmawati Fajri, Mohammad Faizal Amir Dec 2022

Math Self-Regulated Learning Assisted By Metacognitive Support By Reviewing Sex Differences In Mathematics Anxiety, Fenty Rahmawati Fajri, Mohammad Faizal Amir

REID (Research and Evaluation in Education)

The study aims to analyze the effect of mathematics self-regulated learning (MSRL) assisted by metacognitive support (MS) by reviewing sex differences (SD) in mathematics anxiety (MA). The reason is that MA causes students to have difficulty in learning, so good strategies and approaches are needed. In several studies, there is a relevant relationship between MA, SRL, and MS. This research is quantitative research using Spearman Rho analysis and ordinal regression analysis, with the research population being 3rd-grade students of primary schools in Sidoarjo, East Java. The instruments used in data collection were questionnaires and tests declared valid and reliable. The …

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Metacognitive Skills Of Student In Solving Problems Of Two-Variable Linear Equation Systems In Terms Of Self-Regulated Learning, Erlina Zulva Rahmawati, Nining Setyaningsih Dec 2022

Metacognitive Skills Of Student In Solving Problems Of Two-Variable Linear Equation Systems In Terms Of Self-Regulated Learning, Erlina Zulva Rahmawati, Nining Setyaningsih

Jurnal Riset Pendidikan Matematika

It is empirically known that metacognitive skill contributes to self-regulated learning. This study aims to describe students' metacognitive skills in three levels of self-regulated learning, particularly in solving problems of a two-variable linear equation system. Three indicators were used in metacognition skills, namely planning indicators, monitoring indicators, and evaluation indicators. Employing a descriptive qualitative approach, this study involved All students of grade VIII A of the academic year 2021/2022 from a state junior school as subjects involving each category for high, medium, and low self-regulated learning. The data were collected using questionnaires, tests, interviews, documentation, and observation. A triangulation method, …

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Metacognitive Awareness For Il Learning And Growth: The Development And Validation Of The Information Literacy Reflection Tool (Ilrt), Sara Robertson, Michele Burke, Kimberly Olson-Charles, Reed Mueller Dec 2022

Metacognitive Awareness For Il Learning And Growth: The Development And Validation Of The Information Literacy Reflection Tool (Ilrt), Sara Robertson, Michele Burke, Kimberly Olson-Charles, Reed Mueller

Communications in Information Literacy

This article describes the development and validation of the Information Literacy Reflection Tool (ILRT), a metacognitive self-assessment for use with undergraduate researchers. It was developed as a teaching and learning tool with the intent to help students recognize and engage the metacognitive domain as a step toward developing personal agency and self-regulation as lifelong, metaliterate learners. Throughout the scale development, three studies were conducted with nine expert reviewers and 44 community college students to consider content and face validity and 542 community college students as part of an item-reduction and construct validation effort. The resulting scale is most appropriately construed …

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Differences In Elementary Students’ Self-Regulated Processes For Computer Versus Printed Reading Assignments, Katerina Sergi, Anastasia Elder, Tianlan Wei, Kristin H. Javorsky, Jianzhong Xu Dec 2022

Differences In Elementary Students’ Self-Regulated Processes For Computer Versus Printed Reading Assignments, Katerina Sergi, Anastasia Elder, Tianlan Wei, Kristin H. Javorsky, Jianzhong Xu

Reading Horizons: A Journal of Literacy and Language Arts

The purpose of this study was to investigate metacognitive self-regulated learning (SRL) differences in computer- and paper-based reading assignments across elementary students. Students in two after-school programs in a southeastern U.S. public school district were recruited. The final sample consisted of 48 students in Grades 2–5 who participated in two counterbalanced conditions involving a computer- and a paper-based reading assignment. The study employed a 2 x 4 (condition-by-grade) mixed-model analysis of variance (ANOVA) and followup tests to examine metacognitive SRL differences between conditions and grades. The results indicate that elementary students used various metacognitive SRL skills across both conditions. The …

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Identifying Self-Regulation Strategies Students Use When Cognitive Load Occurs, Linyu Luo Dec 2022

Identifying Self-Regulation Strategies Students Use When Cognitive Load Occurs, Linyu Luo

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

When the amount of information to process exceeds students’ capacity to do so, that indicates a problem in the learning environment that will hinder students’ successful learning. This study found that students use a variety of strategies to help them manage their own learning when they felt overwhelmed by the amount of information they needed to process. Further, these strategies differed from those typically expected of students when they are not overwhelmed.

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Student Device Usage, Learning Management System Tool Usage, And Self-Regulated Learning, Nancy Webb Dec 2022

Student Device Usage, Learning Management System Tool Usage, And Self-Regulated Learning, Nancy Webb

UNLV Theses, Dissertations, Professional Papers, and Capstones

Self-regulated learning (SRL) is crucial to student success in online learning environments. Students enrolled in online courses at higher education institutions access courses through the learning management system (LMS) to complete coursework, interact with instructors and peers using various learning management system tools and multiple technological devices. Researchers frequently rely on surveys to identify how students self-regulate, but students often are not honest or over or under-estimate their SRL skills. Learning management system data analytics have recently provided opportunities to examine the frequencies and sequences of how learnings engage with tools and content in the online learning environment. The purpose …

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Effects Of A Professional Learning Experience On Middle School Teachers’ Perceptions, Experiences, And Implementation Of Curricular-Embedded Self-Regulated Learning And Motivation, Samuel Baillie Oct 2022

Effects Of A Professional Learning Experience On Middle School Teachers’ Perceptions, Experiences, And Implementation Of Curricular-Embedded Self-Regulated Learning And Motivation, Samuel Baillie

Doctor of Education in Teacher Leadership Dissertations

During the middle school transitional years, students face potential obstacles that can affect their achievement and motivation. It is essential that they learn how to self-regulate their learning and motivation so that they can persevere in an increasingly challenging academic environment. Teachers may support students directly or indirectly by embedding various practices and strategies into extant curricula. This two-phase qualitative case study provided four purposively selected teachers with a professional learning (PL) experience on self-regulated learning (SRL) and self-regulated motivation (SRM). The purpose of this study was to understand the perceptions and experiences of middle school teachers regarding the training …

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Self-Regulation Of Time: The Importance Of Time Estimation Accuracy, Anna C. Brady, Christopher A. Wolters, Shirley L. Yu Oct 2022

Self-Regulation Of Time: The Importance Of Time Estimation Accuracy, Anna C. Brady, Christopher A. Wolters, Shirley L. Yu

Department of Curriculum, Foundations, & Reading Faculty Publications

Time management is one central aspect of students’ self-regulated learning. In addition, biased time estimation seems to be central to students’ self-regulation of their time. In this study, we explored college students’ time estimation bias. In addition, we were interested in whether the activation of task beliefs influenced students’ time estimation bias and how specific beliefs about task difficulty influence time estimation bias. Findings suggested that students tended to demonstrate bias in their estimations of the time their academic tasks would take. Additionally, the activation of task beliefs did not influence students’ time estimation accuracy. Finally, both prior task difficulty …

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The Effects Of Goal Setting And Self-Reflection On Student Work Completion And Work Habits In A Montessori Upper Elementary Environment, Kari F. Frentzel Aug 2022

The Effects Of Goal Setting And Self-Reflection On Student Work Completion And Work Habits In A Montessori Upper Elementary Environment, Kari F. Frentzel

Masters of Arts in Education Action Research Papers

This study implemented goal setting and self-reflection as self-regulated learning strategies and explored how these affected student work completion and on-task behavior. Students in this environment struggled with self-regulated learning and were observed to not complete work on time and needed redirection to focus on work during the work cycle. The study took place in an upper elementary Montessori environment at a private international school. Thirteen 4th grade students (ages 9-10) participated in the study. During this study, students were given lessons on goal setting and self-reflection and had group discussions about effective goal setting. Students set daily goals for …

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Instructional Designers Conducting Professional Learning Using Social Media: A Phenomenological Study Of Their Experiences Through A Self-Regulated Learning Lens, Pauline S. Muljana Aug 2022

Instructional Designers Conducting Professional Learning Using Social Media: A Phenomenological Study Of Their Experiences Through A Self-Regulated Learning Lens, Pauline S. Muljana

STEMPS Theses & Dissertations

Because the instructional design and technology field is dynamic (Sharif & Cho, 2015; Wang et al., 2021), instructional designers need to pursue continuous, just-in-time professional learning (Carliner, 2018) to improve knowledge, skills, and abilities (Sharif & Cho, 2015; Ritzhaupt & Martin, 2015), without being constrained by location, budget, and time (Muljana et al., 2020; Muljana et al., 2021). On the one hand, the omnipresent social media technologies offer affordances for facilitating this type of professional learning. Such technologies allow instructional designers to reach out to colleagues, search for ready-to-implement strategies, and find relevant, timely information. On the other hand, conducting …

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Promoting Self-Regulated Learning And Intrinsic Motivation In The Middle School Choral Classroom Through E-Portfolio Assessment: A Qualitative Instrumental Case Study, Melissa Legge Mauck Jul 2022

Promoting Self-Regulated Learning And Intrinsic Motivation In The Middle School Choral Classroom Through E-Portfolio Assessment: A Qualitative Instrumental Case Study, Melissa Legge Mauck

Doctoral Dissertations and Projects

The purpose of this qualitative instrumental case study was to examine the perceptions and experiences of middle school students who exhibit self-regulated learning and intrinsic motivation as they utilize e-Portfolio assessment in chorus. The theoretical framework for this study was Deci and Ryan’s self-determination theory, which defines intrinsic and extrinsic sources of motivation with three psychological needs being met: competence, relatedness, and autonomy. Students who were engaged in various levels of a middle school choral program were selected as participants using purposeful sampling. Data were collected through field notes generated during individual interviews, observations, and focus group discussions with selected …

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The Impact Of Reflective Feedback Strategies On Learning Behaviors On Seventh-Grade Social Studies Students, James Seegebarth Jul 2022

The Impact Of Reflective Feedback Strategies On Learning Behaviors On Seventh-Grade Social Studies Students, James Seegebarth

Masters of Arts in Education Action Research Papers

"The purpose of this action research was to determine the impact of reflective feedback strategies on learning behaviors of seventh-grade social studies students. This study was conducted in an urban middle school in the Midwest region of the United States and included 37 seventh grade participants. The theoretical framework used for this study was supported by constructivist theory using a self-regulated learning model. Data was collected using reflection sheets and quiz scores collected weekly for six weeks. Students were tasked with reflecting on their academic behaviors following their quiz score and asked to create a plan of action to improve …

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Smartphone Usage And Studying: Investigating Relationships Between Type Of Use And Self-Regulatory Skills, Kendall Hartley, Lisa Bendixen, Emily Shreve, Dan Gianoutsos Jun 2022

Smartphone Usage And Studying: Investigating Relationships Between Type Of Use And Self-Regulatory Skills, Kendall Hartley, Lisa Bendixen, Emily Shreve, Dan Gianoutsos

Teaching and Learning Faculty Research

The purpose of this study is to investigate the relationships between self-regulated learning skills and smartphone usage in relation to studying. It is unclear whether poor learning habits related to smartphone usage are unique traits or a reflection of existing self-regulated learning skills. The self-regulatory skills (a) regulation, (b) knowledge, and (c) management of cognition were measured and compared to the smartphone practices (a) multitasking, (b) avoiding distractions, and (c) mindful use. First-year undergraduates (n = 227) completed an online survey of self-regulatory skills and common phone practices. The results support the predictions that self-regulatory skills are negatively correlated with …

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Exploring Long-Term Impacts Of Self-Regulated Learning Interventions In K-12 Contexts: A Systematic Review, Erin Cousins, Linda Bol, Tian Luo Apr 2022

Exploring Long-Term Impacts Of Self-Regulated Learning Interventions In K-12 Contexts: A Systematic Review, Erin Cousins, Linda Bol, Tian Luo

College of Education & Professional Studies (Darden) Posters

While research illustrates the benefits of interventions designed to improve self-regulated learning (SRL) and academic achievement, far fewer studies have examined the durability of these effects. This review synthesizes research on the lasting effects of 17 comprehensive SRL interventions on variables related to metacognition, cognition, motivation, and achievement in K-12 populations. Results reveal common patterns of design, domain-specificity, intervention complexity, and style of measurement instrument. Intervention effects tend to be durable regarding achievement and SRL but were mixed when presented across multiple measures of SRL. Overall findings imply that SRL interventions can lead to enduring effects on achievement and better …

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Reflection Types And Students’ Viewing Of Feedback In A First-Year Engineering Course Using Standards-Based Grading, Heidi A. Diefes-Dux, Laura M. Cruz Castro Apr 2022

Reflection Types And Students’ Viewing Of Feedback In A First-Year Engineering Course Using Standards-Based Grading, Heidi A. Diefes-Dux, Laura M. Cruz Castro

Department of Biological Systems Engineering: Papers and Publications

Background: Feedback is one of the most powerful and essential tools for learning and assessment, particularly when it provides the information necessary to close an existing gap between actual and reference levels of performance. The literature on feedback has primarily focused on addressing strategies for providing effective feedback rather than aspects of students’ readiness to engage with feedback. Purpose/Hypothesis: This study investigated whether reflection, as a routine pedagogical intervention grounded in self-regulated learning theory, promotes the frequency with which students view feedback. Design/Method: A quasi-experimental design was employed to examine the relationship between the use of four different reflection types, …

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How Can Assessment For Learning Be Useful For Self-Regulated Learning?: Four Approaches To Change Of Assessment Conceptions From Individualistic To Contextualistic, Kohei Nishizuka Jan 2022

How Can Assessment For Learning Be Useful For Self-Regulated Learning?: Four Approaches To Change Of Assessment Conceptions From Individualistic To Contextualistic, Kohei Nishizuka

Pedagogy and the Human Sciences

Critics argue that theoretical frameworks for assessment for learning (AfL) and self-regulated learning (SRL) are sociocultural practices reliant on others/mediating artifacts than on individual psychological operations. However, if the broader context of learning is neglected, the developmental model for fostering evaluative judgment cannot cope well with the contextual complexity of the formal and informal aspects of learning. How students perceive assessment is strongly related to their learning outcomes as it represents how much they harbor a spirit of improvement, social stress, and cooperative efficacy. Focusing on the assessment conceptions can help us reconsider the purpose and function of AfL and …

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Smartphones And Learning: An Extension Of M-Learning Or A Distinct Area Of Inquiry, Kendall Hartley, Alberto Andújar Jan 2022

Smartphones And Learning: An Extension Of M-Learning Or A Distinct Area Of Inquiry, Kendall Hartley, Alberto Andújar

Teaching and Learning Faculty Research

The smartphone has become an integral part of the education landscape. While there has been significant smartphone research in education under the guise of m-learning, the unique role of the device suggests that m-learning may not be an appropriate characterization. The purpose of this paper is to review the use of m-learning as a primary descriptor for smartphone-and learning-related research. In support of this goal, the paper reviews the definitions associated with m-learning, smartphones, and related technologies from the perspective of educational research. In addition, a review of author keywords of research on smartphones in education is used to provide …

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Do Students’ Questions During Chemistry Lectures Predict Perceived Comprehension And Exam Performance?, Bradley W. Bergey, Jennifer G. Cromley, Avi Kaplan, James D. Bloxton Ii Jan 2022

Do Students’ Questions During Chemistry Lectures Predict Perceived Comprehension And Exam Performance?, Bradley W. Bergey, Jennifer G. Cromley, Avi Kaplan, James D. Bloxton Ii

Publications and Research

Question generation is theorized to support comprehension, self-regulation, and achievement, yet the empirical based for whether and how student-generated questions are associated with comprehension monitoring and whether they predict future performance remain open questions. To address these, we investigated the questions undergraduate students in an introductory chemistry course recorded in question logs across an 8-lecture unit and their relations with post-lecture self-appraisals of comprehension and exam performance. Results indicated that students who generated more questions during lectures, who were able to resolve fewer of their questions, and who generated questions indicating large exam-relevant knowledge gaps reported lower levels of comprehension …

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