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Using a Distributed Systems Laboratory to Facilitate Students' Cognitive, Metacognitive and Critical Thinking Strategy Use
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Marquès Puig, Joan Manuel; Daradoumis, Thanasis; Arguedas, Marta; Calvet Liñan, Laura – Journal of Computer Assisted Learning, 2022
Background: Recent research in online settings reports that supporting self-regulated learning (SRL) strategy use could lead to greater online academic success. A growing number of studies have started to investigate SRL supports in online environments recently, which indicates a great interest in this matter. Though several systems for automatic…
Descriptors: Cognitive Processes, Metacognition, Critical Thinking, Electronic Learning
Integrating Social-Emotional Learning into Gamified Flipped Classrooms: Impacts on Emotion Regulation, Achievement and Communication Tendency
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Vu Thanh Tam Nguyen; Hsiu-Ling Chen; Van Tran Kieu Nguyen – Journal of Computer Assisted Learning, 2025
Background: Social-emotional practices are crucial in today's educational landscape, fostering students' emotional intelligence, resilience and interpersonal skills. Integrating these practices into the gamified flipped classroom approach creates an enriched learning environment. However, there exists a notable research gap regarding the specific…
Descriptors: Social Emotional Learning, Gamification, Flipped Classroom, Emotional Response
Potential of Computer-Mediated Communications in Directing Communication Repair, Co-Regulation Patterns and Student Engagement
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Zohre Mohammadi Zenouzagh; Wilfried Admiraal; Nadira Saab – Journal of Computer Assisted Learning, 2024
Background study: Although the number of computer-based instruction has increased drastically, the understanding of how design features of learning modality can affect learning remains incomplete. This partly stems from studies' heavy focus on modified output. Therefore, how interactive nature of computer-mediated learning feeds into learning is…
Descriptors: Computer Mediated Communication, Communication Skills, Self Control, Learner Engagement
Enhancing Web-Based Language Learning through Self-Monitoring
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Chang, Mei-Mei – Journal of Computer Assisted Learning, 2007
The present study investigated the effects of a self-monitoring strategy on web-based language learning. Both students' academic performance and their motivational beliefs were investigated. The interaction between the use of a self-monitoring strategy and the level of learners' English proficiency was also examined. A total of 99 college students…
Descriptors: Program Effectiveness, Internet, Self Control, Web Based Instruction