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Amine Boulahmel; Fahima Djelil; Gregory Smits – Technology, Knowledge and Learning, 2025
Self-regulated learning (SRL) theory comprises cognitive, metacognitive, and affective aspects that enable learners to autonomously manage their learning processes. This article presents a systematic literature review on the measurement of SRL in digital platforms, that compiles the 53 most relevant empirical studies published between 2015 and…
Descriptors: Independent Study, Educational Research, Classification, Educational Indicators
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Anne Patel; Maxine Pfannkuch – Statistics Education Research Journal, 2025
Statistics education researchers have been challenged to consider the theory of inferentialism in understanding concept formation in students. A critique of inferentialism is that no comprehensive method has been formulated to use the theory in practice. In this paper an inferentialism-based framework is presented that appears to be capable of…
Descriptors: Statistics, Middle School Mathematics, Inferences, Courseware
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Tim M. Steininger; Jörg Wittwer; Thamar Voss – Psychology Learning and Teaching, 2025
In order to make informed instructional decisions, teachers need psychological knowledge about relational categories. We conducted two 2 x 2 experiments to examine effective designs for learning relational categories in the context of teacher education. In both experiments, a blocked compared to an interleaved example format was more beneficial…
Descriptors: Classification, Learning Processes, Student Teachers, Psychology
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Skinner, Christopher H.; Fowler, Kristen; Cates, Gary L.; Poncy, Brain; Duhon, Gary J.; Solomon, Benjamin G.; Belfiore, Phillip J. – Psychology in the Schools, 2023
Measures of learning speed (i.e., the amount of learning/cumulative time learner spends engaged in an intervention) are rarely included in research designed to evaluate and compare academic interventions. We build a case that includes analyses of learning speed metrics in academic intervention research can provide more useful information for…
Descriptors: Learning Processes, Intervention, Measures (Individuals), Comparative Analysis
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Macagno, Fabrizio – Studies in Philosophy and Education, 2023
Questions, and more specifically authentic questions, are at the core of dialogue-based learning and teaching. However, what is a question, and how can it be authentic? This paper addresses this problem by analyzing the distinct dimensions of questions, showing how their pragmatic nature is interwoven with the syntactic and semantic one, and how…
Descriptors: Questioning Techniques, Dialogs (Language), Games, Syntax
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Geamba?u, Andreea; Spit, Sybren; Renswoude, Daan; Blom, Elma; Fikkert, Paula J. P. M.; Hunnius, Sabine; Junge, Caroline C. M. M.; Verhagen, Josje; Visser, Ingmar; Wijnen, Frank; Levelt, Clara C. – Developmental Science, 2023
We conducted a close replication of the seminal work by Marcus and colleagues from 1999, which showed that after a brief auditory exposure phase, 7-month-old infants were able to learn and generalize a rule to novel syllables not previously present in the exposure phase. This work became the foundation for the theoretical framework by which we…
Descriptors: Robustness (Statistics), Infants, Replication (Evaluation), Learning Processes
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Oravec, Jo Ann – Journal of Interactive Learning Research, 2023
Cheating is a growing academic and ethical concern in higher education. The technological "arms race" that involves cheating-detection system developers versus technology-savvy students is attracting increased attention to cheating issues; it is also generating iterations of technological innovations as corporations, higher educational…
Descriptors: Artificial Intelligence, Cheating, Educational Technology, Ethics
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Sidhu, David M.; Khachatoorian, Nareg; Vigliocco, Gabriella – Cognitive Science, 2023
Iconicity refers to a resemblance between word form and meaning. Previous work has shown that iconic words are learned earlier and processed faster. Here, we examined whether iconic words are recognized better on a recognition memory task. We also manipulated the level at which items were encoded--with a focus on either their meaning or their…
Descriptors: Recognition (Psychology), Memory, Language Usage, Phonology
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Renate Wesselink; Eugen Popa – Learning Organization, 2025
Purpose: The purpose of this paper is to explore the extent to which the concept of learning organization can support the embedding of responsible innovation (RI) in organizations. Design/methodology/approach: Based on literature in the fields of corporate social responsibility, learning organizations and quadruple helix collaborations, the…
Descriptors: Organizational Learning, Educational Innovation, Responsibility, Social Responsibility
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Kimberly Squires; Tricia van Rhijn; Debra Harwood; Jess Haines; Kim Barton – Early Childhood Education Journal, 2025
Access to playful experiences outdoors is critical for children's learning and development. With a significant amount of young children attending early childhood education and care (ECEC) settings (OECD, OECD Publishing, 2023), these programs have an important role in furthering children's equitable access to outdoor play. As part of a larger…
Descriptors: Early Childhood Teachers, Teacher Attitudes, Learning Processes, Child Development
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Antti Moilanen – Educational Theory, 2025
In this article Antti Moilanen assesses criticisms of Wolfgang Klafki's model of exemplary teaching made by Meinert Meyer and Hilbert Meyer and by Chi-Hua Chu. "Exemplary teaching" is a style of discovery-based teaching in which students study concrete examples of general principles in such a way that they acquire transferable knowledge…
Descriptors: Models, Educational Theories, Educational Philosophy, Criticism
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Noha Altowairiki – Innovations in Education and Teaching International, 2025
The incorporation of universal design for learning (UDL) in higher education holds promise for enhancing student engagement and fostering deeper learning experiences. This case study delves into the implementation of UDL in a blended graduate course by examining students' perceptions of their learning encounters. Data collection involves an online…
Descriptors: Blended Learning, Usability, Graduate Study, Student Attitudes
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Jihyun Rho; Martina A. Rau; Barry Van Veen – Journal of Engineering Education, 2025
Background: Visual representations are pervasive in electrical engineering instruction in various instructional settings. Further, electrical engineering instruction often requires students to extend simple visual representations to learn about more complex visualization in subsequent instruction. Yet, students often struggle to understand…
Descriptors: Engineering Education, Undergraduate Students, Learning Processes, Learning Strategies
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Cheng-Wen He; Logan Fiorella; Paula P. Lemons – Educational Psychology Review, 2025
This study tested competing theories about the effectiveness of different instructional sequences for learners with different levels of prior knowledge. Across two classroom experiments, undergraduates learned about noncovalent interactions in biochemistry by either receiving explicit instruction before problem-solving (I-PS group) or engaging in…
Descriptors: Instructional Effectiveness, Problem Solving, Prior Learning, Learning Processes
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William Norris; Roger Hanagriff; Don Edgar; Kirk Swortzel – Journal of Agricultural Education, 2025
The 'home project' concept, now known as a Supervised Agricultural Experience (SAE), has been a cornerstone of School-Based Agricultural Education (SBAE) for 100+ years. This experiential element of SBAE provides students with authentic and relevant experiences to enhance the learning process. While agricultural educators throughout the U.S. agree…
Descriptors: Agricultural Education, Program Implementation, Experiential Learning, Authentic Learning
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