The authors wanted to specifically examine what knowledge-construction behaviors are exhibited by elementary school students when using serious games and how these behaviors differ across academic performance levels.
Identifying the interrelationships between self-regulation, emotion, grit and student performance by using the Cyclical Self-Regulated learning model, which is associated with a K-12 math tutoring program.
In this article, authors Adi, Artini & Wahyuni (2021) “analyze teachers’ perceptions of self-directed learning (SDL) and the identifiable components of SDL from online learning activities assigned by teachers during the COVID-19 pandemic.”
A meta-analysis of factors which impact student motivation.
Mind wandering has the potential to negatively impact the process of learning and has become more prevalent with the increased practice of online learning. Self-regulation interventions may be able to decrease mind wandering and should be widely taught to students.
When designing Tier 2 behavior interventions, student participation and feedback in the process increases effectiveness as student investment increases with involvement.
Just as we develop our students’ self-efficacy and acknowledge the importance of our social presence during face-to-face learning, as the world continues to shift and technology becomes more prominent, we need to consider further enhancing our pedagogical practices for online learning.
Moving towards learner-centered instruction, well-designed online teaching should encourage students to remain motivated and engaged by providing diverse, collaborative learning activities and creating a space where students are empowered to take control over their own learning.
The primary purpose of this article is to summarize and synthesize the research on design thinking to (a) better understand its characteristics and processes, as well as the differences between novice and expert design thinkers, and (b) apply the findings from the literature regarding the application of design thinking to our educational system.
Erik de Corte describes a progression in which earlier behaviorism gave way increasingly to cognitive psychology with learning understood as information processing rather than as responding to stimuli.
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