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Showing 1 to 15 of 52 results Save | Export
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Mochamad Guntur; Yoppy Wahyu Purnomo – Online Learning, 2024
Self-regulated learning interventions influence students' learning outcomes in online and blended environments. A review of the literature about self-regulated learning strategies reveals both significant and non-significant effects on learning outcomes in online and blended environments. The aim of this study was to calculate the common effect…
Descriptors: Self Management, Online Courses, Blended Learning, Educational Technology
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Gao, Chuan; Shen, Hui-zhong – ReCALL, 2021
This article reports on findings regarding the learning strategies used by a group of Chinese English as a foreign language (EFL) learners in a mobile-technology-assisted environment. The research design is a context-specific case study using Dörnyei's (2005) categories of learning strategies as the conceptual and analytical framework to guide…
Descriptors: English (Second Language), Learning Strategies, Telecommunications, Handheld Devices
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Verkuyl, Margaret; Lapum, Jennifer L.; St-Amant, Oona; Bregstein, Jessica; Hughes, Michelle – Open Learning, 2023
Students desire free textbooks that incorporate multimedia and interactive experiences. Although there is an increased production of e-textbooks, these resources tend to replicate hard copy books and do not take advantage of the functions that technology offers. There is also a shift to creating e-textbooks that are considered open educational…
Descriptors: Electronic Books, Textbooks, Open Educational Resources, Nursing Students
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Antonio Perez-Alvarez, Ronald; Maldonado-Mahauad, Jorge; Sharma, Kshitij; Sapunar-Opazo, Diego; Perez-Sanagustin, Mar – IEEE Transactions on Learning Technologies, 2020
Recent research shows that learners who are able to self-regulate their learning show greater levels of engagement with massive open online course (MOOC) content. To improve support for learners in their self-regulatory processes, researchers have proposed technological solutions to transform recorded MOOC data into actionable knowledge. However,…
Descriptors: Self Management, Online Courses, Large Group Instruction, Educational Technology
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Lee, Daeyeoul; Watson, Sunnie Lee; Watson, William R. – International Review of Research in Open and Distributed Learning, 2020
High dropout rates have been an unsolved issue in massive open online courses (MOOCs). As perceived effectiveness predicts learner retention in MOOCs, instructional design factors that affect it have been increasingly examined. However, self-regulated learning, self-efficacy, and task value have been underestimated from the perspective of…
Descriptors: Large Group Instruction, Online Courses, Self Management, Learning Strategies
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Li, Kun; Canelas, Dorian – American Journal of Distance Education, 2019
Most Massive Open Online Courses (MOOC) research studies have focused on students' demographics, surveys, and retention data, while little attention has been paid to the authentic voices of the learners: the expressions of experiences, perceptions, and emotions in the MOOC students' own words. In this paper, we conducted and analyzed in-depth…
Descriptors: Online Courses, Large Group Instruction, Science Instruction, Chemistry
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Gyamf, George; Sukseemuang, Panida; Tantiwich, Kornsak; Kaewkong, Pittayatorn – Open Praxis, 2019
This study investigated 350 English as a foreign language (EFL) undergraduate students' use of "Tell Me More" (TMM), a language learning technology, for self-study in a university in the south of Thailand. Two questions guided the study: 1) What were learners' self-study practices with the TMM program? 2) How did learners' self-study…
Descriptors: English (Second Language), Second Language Learning, Undergraduate Students, Teaching Methods
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Van Horne, Sam; Curran, Maura; Smith, Anna; VanBuren, John; Zahrieh, David; Larsen, Russell; Miller, Ross – Technology, Knowledge and Learning, 2018
Instructional technologists and faculty in post-secondary institutions have increasingly adopted learning analytics interventions such as dashboards that provide real-time feedback to students to support student' ability to regulate their learning. But analyses of the effectiveness of such interventions can be confounded by measures of students'…
Descriptors: Chemistry, Science Instruction, Learning Strategies, Questionnaires
Leite, Walter L.; Cetin-Berber, Dee D.; Huggins-Manley, Anne C.; Collier, Zachary K.; Beal, Carole R. – Grantee Submission, 2019
Although the use of technology in the K12 classroom has been shown to have a positive impact, research on the use of open education resources (OER) is relatively limited, especially research focusing on low-achieving students. The present study examines the relationship between usage of Algebra Nation, a self-guided system that provided…
Descriptors: Educational Technology, Technology Uses in Education, Video Technology, Algebra
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Lin, Yen-Ting; Tseng, Yu-Ming; Lee, Yi-Sheng; Wang, Tz-Chi; Tsai, Shu-I; Yi, Yun-Jhih – Educational Technology & Society, 2018
Recently, the development of local cultural features and tourism has become important in Taiwan. To support local cultural education, relevant studies have developed outdoor learning approaches and integrated mobile technology to connect real-world and digital-world learning resources. Nevertheless, the above-mentioned developments are usually…
Descriptors: Foreign Countries, Educational Games, Cultural Influences, Tourism
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de Palo, Valeria; Limone, Pierpaolo; Monacis, Lucia; Ceglie, Flavio; Sinatra, Maria – Australian Journal of Adult Learning, 2018
This study assesses the efficacy of e-learning content that has been adapted to cognitive styles in a sample of older adults. Since the personalisation of learning content has been generally associated with learning processes, it was hypothesised that intrinsic motivation, metacognition and self-regulated learning and learning strategies would…
Descriptors: Older Adults, Hypothesis Testing, Learning Motivation, Metacognition
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Sletten, Sarah Rae – Journal of Science Education and Technology, 2017
In flipped classrooms, lectures, which are normally delivered in-class, are assigned as homework in the form of videos, and assignments that were traditionally assigned as homework, are done as learning activities in class. It was hypothesized that the effectiveness of the flipped model hinges on a student's desire and ability to adopt a…
Descriptors: Educational Technology, Homework, Video Technology, Technology Uses in Education
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Jung, Hyunyi; Strikwerda, Sarah L.; Park, Joyce; Newton, Jill – Issues in the Undergraduate Mathematics Preparation of School Teachers, 2017
This study investigates secondary mathematics preservice teachers' (M-PSTs') opportunities to learn about algebra as reported by five teacher preparation programs. Ten focus group interview transcripts were analyzed using systematic grounded theory. When M-PSTs mentioned specific algebra tasks during the focus group interviews, the instructors'…
Descriptors: Preservice Teachers, Secondary School Teachers, Mathematics Teachers, Algebra
Khan, Bibi Rabia – ProQuest LLC, 2018
The purpose of this study was to evaluate whether supplemental instruction and online homework can improve student performance and understanding in a first-semester calculus course at a large urban four-year college. The study examined the metacognitive and study skills and posttest scores of students. The study also focused on students' and…
Descriptors: Homework, Undergraduate Students, College Mathematics, Calculus
Garcia Joven, Jose Elias – ProQuest LLC, 2018
The increasing numbers of ELL and bilingual students in high schools, their high dropout rate, their low performance on standardized tests, and their low representation in STEM and gifted programs make urgent the need to focus on productive and effective instructional techniques to teach math to ELL/bilingual students in ways that motivate them to…
Descriptors: English Language Learners, Bilingual Students, At Risk Students, Technology Uses in Education
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