A5040107372- Innovative Teaching and Learning Methods
- Online Learning and Analytics
- Education, Achievement, and Giftedness
- Online and Blended Learning
- Educational Strategies and Epistemologies
- Intelligent Tutoring Systems and Adaptive Learning
- Cognitive and developmental aspects of mathematical skills
- Visual and Cognitive Learning Processes
- Innovative Teaching Methods
- Career Development and Diversity
- Motivation and Self-Concept in Sports
- Impact of Technology on Adolescents
- Education and Critical Thinking Development
- Student Assessment and Feedback
- Service-Learning and Community Engagement
- Genetics, Bioinformatics, and Biomedical Research
- Educational and Psychological Assessments
- Mathematics Education and Programs
- Educational Games and Gamification
- E-Learning and Knowledge Management
- School Choice and Performance
- Grit, Self-Efficacy, and Motivation
- Reflective Practices in Education
- Mathematics Education and Teaching Techniques
- Educational Assessment and Improvement
University of North Carolina at Chapel Hill
2019-2025
Korea University
2024-2025
Temple University
2010-2024
Human Computer Interaction (Switzerland)
2024
Carnegie Mellon University
2024
University of Nevada, Las Vegas
2014-2024
Old Dominion University
2020
University of Pittsburgh
2011-2017
Temple College
2011
This article introduces a special issue comprising research on efforts to personalize learning in different academic subjects. We first consider the emergence of personalized (PL) and myriad definitions that describe its essential features. Thereafter, we introduce articles by examining their alignment extant theories learning, instructional design features experience based learner characteristic, relationships between PL outcomes achieved an educational context. Based observations...
Context personalization—the incorporation of students’ out-of-school interests into learning tasks—has recently been shown to positively affect situational interest and their performance in mathematics. However, few studies have effects on both achievement, drawing question whether context personalization interventions can achieve ends. The are theorized result from activation prior knowledge personal generation math tasks, though theorists begun serves as a mechanism by which outcomes...
Students who drop out of their science, technology, engineering, and math (STEM) majors commonly report that they lack skills critical to STEM learning career pursuits. Many training programs exist develop students’ typically achieve small medium effects on behaviors performance. However, these require large investments instructors’ time effort, which limits applicability lecture course formats employed in early undergraduate coursework. This study examined whether brief, digital modules...
Achievement motivation theories propose that student is composed of multiple factors. Models self-regulated learning adopt this assumption and further articulate metacognitive processes—planning, monitoring learning, self-evaluation—are essential to guide progress toward a goal. Learners’ motivations are theorized influence these processes, which in turn outcomes. Latent profile analyses (LPA) enable person-centered approach capture dimensions as they co-occur when learners engage task. This...
Researchers and many educators agree that the ability to self-regulate learning is important for academic success. Yet, students struggle anticipate difficulties adjust accordingly. Further, despite theorizing self-regulated involves adaptation across cycles, few researchers have examined students' evaluative judgments, their implications behavior in a subsequent cycle, or effects on achievement. Utilizing data from large, introductory college biology course, we how struggling judgments made...
Algebra has been identified as a gatekeeper to careers in STEM, but little research exists on how algebra appears for practitioners the workplace. Surveys and interviews were conducted with 77 STEM from variety of fields, examining they reported using algebraic functions their work. Survey interview reports suggest that linear may be ubiquitous workplace nonlinear are less often explicitly used. report calculations or formulas rather than symbolic equations, many justify importance its...
Abstract Students’ perceptions of competence and relatedness are known to influence learning processes achievement, may have particular import for underrepresented science, technology, engineering mathematics (STEM) learners. Sources social support that contribute undergraduate life science learners’ perceived were examined, as achievement retention outcomes influenced by these sources self‐determination theory components. Female, ethnically underrepresented, or first‐generation students...
Abstract Capturing evidence for dynamic changes in self‐regulated learning (SRL) behaviours resulting from interventions is challenging researchers. In the current study, we identified students who were likely to do poorly a biology course and those well. Then, randomly assigned portion of predicted perform science learn intervention where they taught SRL study strategies. Learning outcome log data (257 K events) collected n = 226 students. We used complex systems framework model differences...
The efficacy of well-designed instructional videos for STEM learning is largely reliant on how actively students cognitively engage with them. Students' ability to likely depends upon individual characteristics like their prior knowledge. In this study, we investigated digital trace data could be used as indicators students' cognitive engagement videos, such predicted learning, and knowledge moderated that relationship. One hundred twenty-eight biology undergraduate learned a series took...