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Yoana Omarchevska; Anouschka van Leeuwen; Tim Mainhard – Journal of Computing in Higher Education, 2025
In the flipped classroom, students engage in preparatory activities to study the course materials prior to attending teacher-guided sessions. Students' success in the flipped classroom is directly related to their preparation and students tend to change their preparation activity over time. Few studies have investigated why students change their…
Descriptors: Blended Learning, College Students, Metacognition, Learning Motivation
Mark Abdelshiheed; Tiffany Barnes; Min Chi – International Journal of Artificial Intelligence in Education, 2024
Two metacognitive knowledge types in deductive domains are procedural and conditional. This work presents a preliminary study on the impact of metacognitive knowledge and motivation on transfer across two Intelligent Tutoring Systems (ITSs), then two experiments on metacognitive knowledge instruction. Throughout this work, we trained students on a…
Descriptors: Metacognition, Intelligent Tutoring Systems, Cognitive Processes, Learning Strategies
Antonio Fabio Bella – Journal of Moral Education, 2024
I present a new model of the self-regulation of virtue that integrates perspectives on emotion, cognition, and motivation. Across three vignette-based studies in US/UK (N = 1,540), I developed through exploratory and confirmatory factor analysis a multi-item measure of broadening and defensive responses, the Self-Regulation of Virtue Inventory…
Descriptors: Moral Values, Moral Development, Metacognition, Network Analysis
Vernon, Zachary; Paz, Analee – International Journal of Art & Design Education, 2023
This article introduces a pedagogical approach in design education referenced as creative authenticity. Creative authenticity is defined as an ongoing process of learning to create through intrinsically motivated, self-aware and self-affirming actions and rationales. The concept is grounded in Constructivist learning theory, Postmodernist views of…
Descriptors: Creativity, Design, Teaching Methods, Constructivism (Learning)
González-Cabañes, Eduardo; Garcia, Trinidad; Chase, Catherine; Núñez, Jose Carlos – Campbell Systematic Reviews, 2023
This is the protocol for a Campbell systematic review. The objectives are as follows: The purpose of this review is to synthesize the evidence about the efficacy of problem solving before instruction (PS-I) to promote learning and motivation in students. Specifically, this review is designed to answer the following questions: To what degree does…
Descriptors: Problem Solving, Instruction, Teaching Methods, Learning Motivation
Zixian Yu; Hui Zhang; Zhizi Zheng; Yuqin Yang; Qi Li – International Association for Development of the Information Society, 2022
This study examined the influence of motivation and online self-regulation on students' online learning satisfaction. A sample of 1649 middle school students participated in the study. The findings suggested that online self-regulation and motivation played a driving role in students' online learning satisfaction and that motivation indirectly…
Descriptors: Metacognition, Learning Motivation, Online Courses, Student Attitudes
Ruofei Zhang; Di Zou – Computer Assisted Language Learning, 2024
Self-regulated learning has been frequently investigated and reported to be effective for second language education, so increasingly more researchers and educators have been interested in cultivating self-regulated second language learners. To assist researchers and educators, it appears beneficial to review previous studies concerning the…
Descriptors: Metacognition, Second Language Instruction, Second Language Learning, Research Reports
Self-Regulation Strategies in Blended Learning Environments in Higher Education: A Systematic Review
Eggers, Jan Hein; Oostdam, Ron; Voogt, Joke – Australasian Journal of Educational Technology, 2021
Although self-regulation is an important feature related to students' study success as reflected in higher grades and less academic course delay, little is known about the role of self-regulation in blended learning environments in higher education. For this review, we analysed 21 studies in which self-regulation strategies were taught in the…
Descriptors: Metacognition, Blended Learning, Teaching Methods, Learning Strategies
Curry, Neil, Ed.; Lyon, Phoebe, Ed.; Mynard, Jo, Ed. – Multilingual Matters, 2023
This book brings together a wide range of studies, practical applications and reflective accounts written by academics working at a university in Japan to present a cohesive overview of their collaborative efforts to promote learner reflection within their institution. The book contributes to a shift in language education towards promoting learner…
Descriptors: Second Language Learning, Second Language Instruction, College Faculty, Teacher Attitudes
Chengliang Wang; Xiaojiao Chen; Yifei Li; Pengju Wang; Haoming Wang; Yuanyuan Li – Journal of Educational Computing Research, 2025
This study explored the impact of MetaClassroom, a virtual immersive programming learning environment designed based on the three-dimensional learning progression (3DLP) concept, on students' multidimensional development. Utilizing a quasi-experimental research design, this study compared students' programming learning achievements (PLA),…
Descriptors: Programming, Computer Science Education, Metacognition, Computer Simulation
Birknerová, Zuzana; Tej, Juraj; Vrábliková, Mária – International Journal of Instruction, 2022
Currently is necessary to identify own way of cognition and information processing, so called the cognitive style, which is connected with learning style. Contribution contains theoretical information about many typologies of learning styles (e.g.. according to brain hemispheres dominance, intelligence, learning motivation, etc.) and research is…
Descriptors: Management Development, Correlation, Schemata (Cognition), Cognitive Style
Lee, Jang Ho; Ahn, Joung Joo; Lee, Hansol – Studies in Second Language Learning and Teaching, 2022
This study explores the complex relationships between language learning motivation, vocabulary learning strategies, and two components of second language vocabulary knowledge (i.e., vocabulary size and depth), within the framework of self-regulated learning. Responses to questionnaires were gathered from 185 secondary-level Korean adolescent…
Descriptors: Learning Strategies, Learning Motivation, Second Language Learning, Second Language Instruction
Bin Shen; Barry Bai; Jing Wang; Huan Song – Cambridge Journal of Education, 2024
Against the backdrop of declining motivation and growing social and emotional challenges in English learning experienced by Hong Kong primary school students, the study aimed to profile an interactive pattern between relevant motivational beliefs (i.e., self-efficacy, interest, and growth mindset), social and emotional learning (SEL) skills and…
Descriptors: Foreign Countries, Social Emotional Learning, Correlation, Learning Motivation
Wild, Steffen; Neef, Christoph – International Journal of STEM Education, 2023
Background: There are different teaching methods and learning content in the academic field of mathematics between school and university. Many students fail in their studies when the proportion of mathematics is high. Additionally, dropout rates, due to mathematical performance, are high. However, there are different strategies used to improve…
Descriptors: Correlation, Academic Achievement, Learning Motivation, Learning Strategies
Foster, Henry; Reinders, Hayo – rEFLections, 2023
Despite progress in recent years, Japanese classrooms continue to present challenges for educators seeking to promote language learner autonomy. Adopting an action research/case study design, the present study explored how, in a 5-week student-led project, an intact group of learners could contribute to the development of their own autonomy. Data…
Descriptors: Personal Autonomy, Independent Study, Group Dynamics, Student Attitudes