Second language acquisition theory has traditionally focused on the cognitive and psycholinguistic processes involved in additional language (L2) learning. In addition, research on learner psychology has primarily centered on learners' cognitive abilities (e.g., aptitude and working memory) and internal traits or states (e.g., dispositions,…

Efklides and colleagues developed the Metacognitive and Affective model of Self-Regulated Learning (MASRL) to provide a comprehensive theoretical framework of self-regulated learning (SRL). The distinguishing feature of MASRL is that it stresses metacognitive experiences and other subjective experiences (e.g., motivational, affective) as critical…

This article introduces formation as an organizing model for lifelong learning and places existing lifelong learning theory into this larger context. Further, in order to demonstrate how this framework might be applied, we suggest a lifelong learning agenda based on formation, which includes intentionality, meta-learning skills, and…

Pearson's Learning Foundations describe the optimal conditions for learning and reflect the learner experience Pearson hopes their products will create. Pearson does this by incorporating the Learning Design Principles. Each of the Learning Design Principles goes into detail about a key principle, supporting product design and marketing by…

Metacognition is an essential, but habitually ignored element of 21st century education, which aims to teach students how to learn. 'Meta' is a Greek word meaning 'after', 'behind' or 'beyond'; 'meta' is added to terms such as meta memory, meta comprehension, and metacognition. The lack of consciousness is cognitive self-regulation activities…

The affordances of computer-based learning environments make them powerful tools for conveying information in higher education. However, to most effectively use these environments, students must be adept at self-regulating their learning. This self-regulation is effortful, including a myriad of processes, including defining tasks, making plans,…

McCloud offers guidance on fostering a culture of intentionality within the scholarship of teaching, learning, and practice highlighting the role of collaborative partnerships, ongoing assessment, and professional development in advancing this critical agenda.

As a learner, researcher, and educator, Kripa Sundar has depended on concept maps to become more intentional with her time and to better understand topics. Why? Her top two reasons are their efficacy across subjects and age groups and their versatility in application. In this article, she delves into what concept maps are, why they are effective,…

The notion of "Micro-Learning" (ML) has been repeatedly accented as a successful learning approach in different learning phenomena. Despite these optimistic emphases, several studies lack a theoretical grounding in adoption of ML, thus missing a shared perspective of the education community. The scarce theoretical justification for…

Video-based reflection activities, common to teacher preparation, serve as a bridge between theory and practice and support teacher candidate professional growth overall. Without the necessary guidance on how to reflect, many teacher candidates lack the ability to critically review, analyze, and evaluate their teaching to learn from and apply new…

Self-directed learning (SDL) is widely associated with adult learning but is occasionally misunderstood. As a result, the term self-regulated learning (SRL) has been used interchangeably with SDL in literature. Based on a content analysis, this paper explores the difference between techniques of SDL and SRL and provides a basic interpretation of…

Gaming the system, a behavior in which learners exploit a system's properties to make progress while avoiding learning, has frequently been shown to be associated with lower learning. However, when we applied a previously validated gaming detector across conditions in experiments with an algebra tutor, the detected gaming was not associated with…

We present a conceptual framework that leverages synergies between classroom assessment (CA) practices and self-regulated learning (SRL) theory to support academic growth and instruction. We articulate the processes shared by CA and SRL, drawing on a model of SRL with three phases: forethought, performance, and self-reflection. We blend this SRL…

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…

Since the 1920s, colleges have offered how-to-study courses orientating students to the rituals of academic study. We present an historical overview of these courses by highlighting major developments including the emergence of courses that evolved from skill-based curriculum underpinned by behaviorism to strategy-based curriculum underpinned by…