scholarly journals Types of Learning (Individual vs. Cooperative) in Mobile Devices and Their Effect on the Development of Skills of Using Google Educational Applications and Self-Regulated Learning

2018 ◽  
Vol 2018 (17) ◽  
pp. 63-86
Author(s):  
Amal K. Khalifa ◽  
Mohamed Hassan Ragab Khalaf
Keyword(s):  
Mobile Devices ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Educational Applications

An Explorative Analysis of the Feasibility of Implementing Metacognitive Strategies in Self-Regulated Learning with the Conversational Agents

2020 ◽  
Vol 64 (1) ◽  
pp. 495-499
Author(s):  
Smit Desai ◽  
Jessie Chin
Keyword(s):  
Metacognitive Strategies ◽  
Conversational Agents ◽  
Systematic Analysis ◽  
Self Regulated Learning ◽  
Computer Based Learning ◽  
New Information ◽  
Regulated Learning ◽  
Work Domain Analysis ◽  
Computer Based ◽  
Educational Applications

With the prevalence of commercially available conversational agents (CAs), little research examined the capacities and constraints of these devices to support adults to learn new information on their own. The article conducted systematic analysis on the commercially available CAs (using work domain analysis and literature review), synthesized the metacognitive strategies that have been implemented in the computer-based learning environments, and examined the feasibility to implement these strategies on CAs to support self-regulated learning. This study has implications on designing scalable evidence-based theory-driven educational applications to support users to learn new information on their own using the off-the-shelf devices.

Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

2018 ◽  
Vol 34 (3) ◽  
pp. 193-205 ◽  
Author(s):  
Julia Steinbach ◽  
Heidrun Stoeger
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Factor Structure ◽  
Concurrent Validity ◽  
Binary Logistic Regression ◽  
Affective Component ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers Attitudes ◽  
Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

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