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Burner, Kerry J. – Technology, Instruction, Cognition and Learning, 2019
The study investigated the effect writing prompts designed to elicit reflective and reflexive thinking could have on participants' self-regulated learning strategies and academic performance. The reflection prompts asked the students to think about the way they were working for the class they were enrolled in and to identify important elements…
Descriptors: Journal Writing, Student Journals, Self Control, Academic Achievement
Cho, Moon-Heum; Lim, Seongmi; Lee, Kyeonghwa – Australasian Journal of Educational Technology, 2017
Students often complain about unsatisfactory experiences resulting from disproportionate contributions to collaborative projects. To improve the experience, we applied regulation theory to design a process to document regulation on a blog and examined whether such documentation enhanced students' self-regulation and co-regulation skills while…
Descriptors: Preservice Teachers, Metacognition, Electronic Publishing, Collaborative Writing
Al-Rawahi, Nawar M.; Al-Balushi, Sulaiman M. – International Journal of Environmental and Science Education, 2015
The current study investigates the effectiveness of grade-ten students' reflective science journal writing on their self-regulated learning strategies. We used a pre-post control group quasi-experimental design. The sample consisted of 62 tenth-grade students (15 years old) in Oman, comprising 32 students in the experimental group and 30 students…
Descriptors: Metacognition, Learning Strategies, Science Instruction, Grade 10