The Unlearning Cycle offers a way to help educators identify some of the underlying assumptions and beliefs we bring to our pedagogical design. In a field so focused on learning, it is actually unlearning we need to focus on. This chapter shares research and strategies to trade up for new ways of teaching and designing for inclusive, rigorous…

Mathematics Anxiety (MA) is an increasing challenge for mathematics educators and is a barrier to mathematical learning. Through reflection on the implementation of a lesson sequence designed to elicit regular use of explicit metacognitive questions (EMQ's), this paper explores the impact of the incorporation of self-regulated learning (SRL)…

Although the COVID-19 pandemic required schools and districts to quickly pivot to a remote and hybrid learning system of education, some stakeholders benefited in this new model of learning. Through this project, R1CC supported two district teams in self-identifying remote and hybrid learning strategies and integrating those strategies more…

Higher Education students that have identified themselves as experiencing stress and/or anxiety and depression have risen. Also, with many students opting for online or digital learning opportunities, identifying and fulfilling adult learners' needs is critical. Quality instructional design aimed at enhancing their achievement and…

This essay describes the pedagogical practices and learning activities of an EdD course redesigned to help students develop scholarly practitioner identities by weaving together the program's previously disparate strands of educational leadership, theory, practice, research, and social justice. We particularly focus on how students can learn to…

This article provides several strategies for using a learning management system to engage online students and to promote the development of self-regulated learning skills in a 4-week accelerated summer course.

"The Cognitive Challenges of Effective Teaching," by Chew and Cerbin (2021) outlines a framework of nine cognitive challenges to student learning. The framework can help economic educators better design and describe new ideas for teaching in economics. In this article, the author highlights and expands upon ideas that are particularly…

Passively listening to a lecture (deWinstanley & Bjork, 2002), skimming a textbook chapter, or googling for an answer to a homework problem is not conducive to deep and lasting high-order learning. At the same time, presenting complex concepts in problem-based classes might overload students' working memory capacity. Effective student learning…

The learning requirements of diverse groups of students in higher education challenge educators to design learning interventions that meet the need of 21st century students. A model was developed to assist lecturers, especially those that are new to the profession, to use a blended approach to design meaningful learning interventions for…

Mathematics and Indonesian Language are subjects that are considered difficult by students in Indonesia. In addition, students are also considered less creative. One way to solve this problem is to apply the game in learning. For this reason, a game that can solve the problem needs to be designed. The game that is hypothesized to improve math,…

Sequencing language production activities based on the inherent cognitive load of each activity type can improve student performance and self-efficacy on high cognitive load language tasks like conversational speech (either face-to-face or via video chat). This ordering according to cognitive difficulty can scaffold learners in their development…

This article develops a framework for self-regulated digital learning, which supports for self-regulated learning (SRL) in e-learning systems. The framework emphasizes 8 features: learning plan, records/e-portfolio and sharing, evaluation, human feedback, machine feedback, visualization of goals/procedures/concepts, scaffolding, and agents. Each…

This article aims at clarifying and conceptualizing game-based learning (GBL) in order to pinpoint directions for practices and research. The authors maintain that GBL should be conceptualized toward the transformation of a textbook-learning culture. The authors emphasize the importance of a paradigm shift in learning and a reorientation in…

The author has been asked to respond to Lodge, Hansen, and Cottrell's recent (2015) paper in this journal and they have done a very thorough and scholarly job of dissecting the weaknesses of modality preference theories. They clearly and carefully analyse the nature of the evidence for modality preference and conclude that there is little if any…

Purpose: Open online courses have expanded opportunities for people to learn remotely. However, few online experiences offer participants ways to create projects and actively engage with course materials while developing meaningful personal connections with one another. The purpose of this paper is to share strategies implemented in a large online…