It is widely recognized that flipped learning has great potential for enhancing students' conceptual understanding through the reversed arrangement of before-class learning activities and in-class settings. However, this approach also raises the challenge of students having to obtain the learning content by themselves, especially for abstract…

The aim of this repeated measures study was to examine an anonymous student feedback system (delivered using clickers) versus a public student feedback system (delivered using flashcards) on 52 graduate learners' metacognition and academic achievement scores. Three dimensions of metacognition were examined in a large lecture setting, including…

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…

The Chinese proverb "heal a headache by curing the head and heal foot pain by curing the feet" alludes to ineffective work resulting from a lack of covariation in reasoning. Actually, much problem solving relies on the analysis of how two or more factors vary in correlation with another related variant (i.e., covariation reasoning). To…

The recent movement to integrate the flipped classroom model into higher education has resulted in significant changes that affected both teaching and learning practices in different ways. After almost a decade of research on the flipped classroom model, different emergent outcomes have been reported in a domain specific context. To gain a…

The purpose of this study was to test the effects of two metacognitive scaffolds on learners' cognition by evaluating student critical thinking skills performance in an asynchronous discussion board and achievement in a blended learning module. The two scaffolds included a systematic protocol for individualized facilitation prompts and an analytic…

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,…