The use of Experience Sampling Methods (ESM) to assess students' experiences, motivation, and emotions by sending signals to students at random or fixed time points has grown due to recent technological advances. Such methods offer several advantages, such as capturing the construct in the moment (i.e., when the events are fresh on respondents'…

Fostering students' abilities to deal with practical problems is an important objective of professional training. To enable students to have more practicing time under the supervision of trainers in class, flipped learning has been adopted to shift the lecture time to the before-class stage, and hence more time is available for in-class…

This paper studies learners' emotion awareness in university level academic contexts as a first step to help learners regulate their emotions. Existing emotion awareness tools offer little information on learners' emotions and their antecedents. This study created an emotion-reporting grid for university students based on the emotions they…

This study examines a person-centered approach to self-regulated learning among 606 University students (140 online, and 466 in blended learning mode). Latent profile analysis revealed five distinct profiles of self-regulated learning: minimal regulators, restrained regulators, calm self-reliant capable regulators, anxious capable collaborators,…

Describes a study of seventh graders that examined the effect of self-regulated learning strategies (SRLS) on performance in learner-controlled and program-controlled computer-based instruction. Program control seemed to minimize the performance difference between low and high levels of SRLS. (Author/LRW)

Investigates the effect of implementing cooperative versus individual learning and orienting activities during computer-based instruction (CBI). Results indicated that students who received instructional objectives performed significantly better on posttests than students who received either advance organizers or no orienting activities. Learning…

Describes a study that determined whether combining cooperative learning strategies with instruction delivered using an integrated learning system (ILS) produced academic and attitudinal gains in fifth-grade students. Results revealed that students using an ILS in cooperative groups for mathematics instruction performed better and were more…

This study compared the effects of intrinsic relevance with embedded, extrinsic relevance-enhancing strategies based on the ARCS (attention, relevance, confidence, and satisfaction) model of instruction on perceived motivation and the learning outcomes of identification, terminology, comprehension, and drawing. Both intrinsic and extrinsic…

Discusses problem solving, problem-based learning, and collaborative learning, and describes a university study that investigated the effects of individual Web-based learning versus computer-mediated collaborative Web-based learning and ability grouping on learner performance in solving ill-defined problems. Considers time on task, participant…