Metacognition, Self Regulation, and Self-regulated Learning: A Rose by any other Name?   总被引：1，自引：1，他引：0  

Susanne P. Lajoie 《Educational Psychology Review》2008,20(4):469-475

This commentary reviews the distinctions researchers make in defining metacognition, self-regulation, and self-regulated learning along with the methods used to explore these constructs. Bandura’s notion of reciprocal determinism (1977) is revisited in the context of situated learning, whereby interactions between the person, behavior, and environment take on new meaning when examining learning and affect in specific contexts where knowledge is constructed through interacting with all that the environment affords, be that material or human. The interaction between the mind and environment continues to be an interesting question with regard to these three constructs, and this interaction can be explored by using computers as cognitive tools. Technology-rich environments are described that provide opportunities for assessing and validating metacognition, self-regulation, and self-regulated learning with future directions for assessing co-regulation of teams of learners.  相似文献   

Encouraging student engagement in a blended learning environment: the use of contemporary learning spaces   总被引：1，自引：0，他引：1  

Debbie Holley  Caroline Dobson 《Learning, Media and Technology》2008,33(2):139-150

Research shows that some non‐traditional students find the university environment alienating, impersonal and unsupportive. The ‘Quickstart’ project combines traditional lectures and seminars with a sequence of carefully designed online tasks, aimed at lessening the impact of the start of year uncertainties for new students. One thousand students across two geographic locations participated in the programme. The project was evaluated by considering three sources of data: data generated by server statistics of 40,358 successful requests for pages in the first four weeks of teaching; student anonymous responses to an online end of course questionnaire as well as extracts from their reflective journals; and the student experience as viewed through the eyes of a researcher in the classroom. Findings offer insights into how the students blend classroom time with their own time; and student perceptions of their own learning experiences. A collaborative learning experience involving travel to a contemporary learning space (the Tate Modern Art Gallery) mitigated the possible isolating effect of the use of technology; instead the technology enhanced the discussion and participation in activities. The students visited the Tate Modern and then facilitated their discussions by sending each other SMS text messages; they bonded very quickly in the seminar groups, where weekly online tasks that had been prepared individually ‘outside’ the classroom were the focus of group discussion and debate ‘inside the classroom’; their end of semester reflective writing showed very clearly how valuable the early ‘friendship’ groups had been for them settling into university life.  相似文献   

Extending the Scaffolding Metaphor     

Susanne P. Lajoie 《Instructional Science》2005,33(5-6):541-557

A brief overview overview is provided of how the scaffolding metaphor has been defined in educational contexts. This includes a discussion of what theories guide decision-making regarding what to scaffold as well as considerations as to whom or what does the scaffolding (human teachers, peers and tutors or computer tutors or support tools designed for learning environments). The scaffolding construct intersects instruction and assessment in that instructors assess learners to determine what type or level of scaffold is sufficient to help learners reach their potential. Such assessments are dynamic and ongoing and can occur through dialogue and social interactions with or without the use of technology. Hence scaffolds are provided when and where necessary but they are also removed when evidence of learning exists. This article describes how the contributors to this issue have extended the scaffolding metaphor to open-ended technology based environments. Empirical studies are reviewed with regard to how they extend the scaffolding metaphor in terms of the theories that guide the design of scaffolds, the metrics designed to assess how scaffolding affects learning and in terms of teaching scaffolding techniques to others.  相似文献   

Q-Rhetoric and Controlled Equivocation: Revising “The Scientific Study of Subjectivity” for Cross-Disciplinary Collaboration     

Caroline Gottschalk Druschke  Eric G. Booth  Emma Lundberg 《Technical Communication Quarterly》2019,28(2):137-151

ABSTRACT

This article offers a revision to an existing social science methodology, Q methodology, through “Q-Rhetoric.” After detailing Q methodology’s theoretical underpinnings and practical method, and persistent critiques of the methodology, the article employs perspectives from rhetorical theory and Amerindian anthropology to suggest a methodological correction. It concludes by detailing the use of Q-Rhetoric to intervene in a Wisconsin stream management controversy, proposing Q-Rhetoric as a pragmatic and theoretically sound methodology for working across disciplinary divides.  相似文献   

Is it abuse? Deaf female undergraduates' labeling of partner violence     

Anderson ML  Kobek Pezzarossi CM 《Journal of deaf studies and deaf education》2012,17(2):273-286

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Choosing a University: A conjoint analysis of the impact of higher fees on students applying for university in 2012     

Dunnett  Andrew  Moorhouse  Jan  Walsh  Caroline  Barry  Cornelius 《Tertiary Education and Management》2012,18(3):199-220

Tertiary Education and Management - In the light of the forthcoming policy shift to full-cost fees for English undergraduates, this study examines the impact of fee changes on how students weigh up...  相似文献   

Self-perceptions among adolescents     

Caroline E. Preston 《Psychology in the schools》1967,4(3):254-256

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The Rape of the Masters: How Political Correctness Sabotages Art: Roger Kimball     

Caroline Goldthorpe 《Curator: The Museum Journal》2005,48(4):483-486

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Family Medicine editors collaborate towards antiracist publishing     

Sarina Schrager  Sumi Sexton  Marjorie Bowman  Caroline Richardson 《Learned Publishing》2023,36(1):68-72

• Editors of 10 North American Family Medicine journals simultaneously published a Joint Call for Action to address systemic racism and encourage diversity, equity, inclusion and accessibility/antiracism (DEIA) initiatives in medicine and medical publishing in January 2021.
• The efforts of the journals since publication of the joint editorial are summarized and include working to diversify editorial teams, editorial boards and authors; enhanced content about DEIA topics; mentoring of authors who are underrepresented in medicine (URM); and presenting content related to DEIA in Family Medicine publishing at national meetings.
• Editors had a follow up meeting in November 2022 to continue working toward a common goal of reducing racism and increasing DEIA initiatives in Family Medicine publications.

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Using the Concrete-Representational-Abstract Sequence to Teach Conceptual Understanding of Place Value,Rounding, and Expanded Notation     

Jessica H. Milton  Margaret M. Flores  Vanessa M. Hinton  Caroline Dunn  Craig B. Darch 《Learning disabilities research & practice》2023,38(1):15-25

This study investigated the effects of a place value intervention with third-grade students with learning disabilities. The intervention added content to a research-based intervention using the concrete-representational-abstract (CRA) sequence. The added content reflected current mathematics standards for third grade. Students’ place value understanding was measured using probes in which students had to identify the value of each digit within a three-digit number, round three-digit numbers to the nearest 10 or 100, and write three equations showing an expanded form of a three-digit number. A single-case, multiple-probe-across-students design showed a functional relation between CRA and completion of items requiring place value understanding. Students completed a generalization task by estimating the sum of a given equation.  相似文献