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Justin Edwards; Andy Nguyen; Joni Lämsä; Marta Sobocinski; Ridwan Whitehead; Belle Dang; Anni-Sofia Roberts; Sanna Järvelä – British Journal of Educational Technology, 2025
Socially shared regulation of learning (SSRL) is a crucial process for groups of learners to successfully collaborate. Detecting and supporting SSRL is a challenge, especially in real time, but hybrid intelligence approaches such as Artificial Intelligence (AI) agents may make this possible. Leveraging the concept of trigger events which invite…
Descriptors: Artificial Intelligence, Computer Software, Technology Uses in Education, Metacognition
Park, Eunsung; Ifenthaler, Dirk; Clariana, Roy B. – British Journal of Educational Technology, 2023
The real-time and granularized learning information and recommendations available from adaptive learning technology can provide learners with feedback that is personalized. However, at an individual level, learners often experience technological and pedagogical conflicts. Learners have more freedom to accept, ignore or reject the feedback while…
Descriptors: Metacognition, Learning Analytics, Learning Management Systems, Learning Strategies
Lyn Lim; Maria Bannert; Joep van der Graaf; Yizhou Fan; Mladen Rakovic; Shaveen Singh; Inge Molenaar; Dragan Gaševic – British Journal of Educational Technology, 2024
Scaffolds that support self-regulated learning (SRL) have been found to improve learning outcomes. The effects of scaffolds can differ depending on how learners use them and how specific scaffolds might influence learning processes differently. Personalized scaffolds have been proposed to be more beneficial for learning due to their adaptivity to…
Descriptors: Learning Processes, Scaffolding (Teaching Technique), Comparative Analysis, Undergraduate Students
Hooshyar, Danial; Kori, Külli; Pedaste, Margus; Bardone, Emanuele – British Journal of Educational Technology, 2019
The main aim of the present study is to assess whether the open learner model (OLM) is capable of promoting students' active thinking by enhancing their self-regulation in online higher education learning environments. To this aim, we systematically reviewed the literature of the last three decades and found 67 articles, of which only a sample of…
Descriptors: Independent Study, Electronic Learning, Higher Education, Models
Hwang, Wu-Yuin; Chen, Nian-Shing; Shadiev, Rustam; Li, Jin-Sing – British Journal of Educational Technology, 2011
Previous studies have demonstrated that making annotations can be a meaningful and useful learning method that promote metacognition and enhance learning achievement. A web-based annotation system, Virtual Pen (VPEN), which provides for the creation and review of annotations and homework solutions, has been developed to foster learning process…
Descriptors: Homework, Metacognition, Learning Strategies, Learning Processes

Chambers, Phil – British Journal of Educational Technology, 1999
Discusses ways in which new technologies, including multimedia and the World Wide Web, support and enhance a range of skills associated with deep-level processing and meaningful learning such as metacognition, problem solving, and critical thinking. Argues that these technologies are underestimated in their capacity to facilitate intellectual…
Descriptors: Critical Thinking, Information Skills, Learning Processes, Metacognition