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Stoten, David William – Learning: Research and Practice, 2019
Self-regulated learning (SRL) is a fertile ground for research into learning in higher education. Until now, the dominant research methodology has concentrated on quantitative analyses of separate components within the Zimmerman model with the aim of isolating possible factors in learning trajectories and evaluating their relative importance in…
Descriptors: Reflection, Diaries, Metacognition, Self Management
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Aljaloud, Abdulaziz; Billingsley, William; Kwan, Paul – Learning: Research and Practice, 2019
Smartphone clicker apps are increasingly used in university classrooms to facilitate teacher--student interaction and collaborative learning. This study aimed to identify the factors that influence teachers' decisions to adopt smartphone clicker app technology to enhance teacher--student interactions in university classrooms in Saudi Arabia. A…
Descriptors: Teacher Attitudes, Decision Making, Computer Science Education, College Faculty
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Leber, Jasmin; Renkl, Alexander; Nückles, Matthias; Wäschle, Kristin – Learning: Research and Practice, 2018
According to the model of constructive alignment, learners adjust their learning strategies to the announced assessment (backwash effect). Hence, when teaching for understanding, the assessment method should be aligned with this teaching goal to ensure that learners engage in corresponding learning strategies. A quasi-experimental field study with…
Descriptors: Learning Strategies, Testing Problems, Educational Objectives, Learning Motivation
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Tobin, Kenneth – Learning: Research and Practice, 2018
I begin with a review of our research on meditation, mindfulness, expressed emotions, and physiological variability while teaching. Then, through the theoretical lenses of polyvagal theory, I examine an event from our ongoing research in which a teacher had very low levels of blood oxygenation. Apparently, her body switched from parasympathetic to…
Descriptors: Role, Metacognition, Life Style, Intervention
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Powietrzynska, Malgorzata; Noble, Linda – Learning: Research and Practice, 2018
In the context of the United States, we provide our rationale for infusing mindfulness-based interventions (MBIs) into a graduate-level teacher education course. In our philosophy and pedagogical approach we attempt to counterbalance an individualistic, divisive, oppressive, and often dehumanising nature of education. Adopting Richard Davidson's…
Descriptors: Stress Management, Graduate Students, Preservice Teacher Education, Preservice Teachers
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Lee, Alwyn Vwen Yen; Tan, Seng Chee – Learning: Research and Practice, 2017
The assessment and understanding of students' ideas in discourse have often been a difficult problem for teachers to tackle. Recent innovations and technologies such as text mining can provide a partial solution by generating an estimated count of important keywords which are representative of ideas within discourse. However, investigating idea…
Descriptors: Educational Research, Data Analysis, Discourse Analysis, Knowledge Level
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Hung, Guo-Tsai; Hong, Huang-Yao – Learning: Research and Practice, 2017
This study investigated the effects of two different pedagogical approaches on the development of college students' innovation-oriented cultural views. First, an initial cultural view survey (n = 126) was implemented; then another quasi-experiment was employed using two treatment conditions: the control condition (n = 45) employed a…
Descriptors: College Students, Knowledge Level, Foreign Countries, Student Attitudes
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Chai, Ching Sing; Koh, Joyce Hwee Ling – Learning: Research and Practice, 2017
This study investigates the change in teachers' design beliefs and their development of technological pedagogical content knowledge (TPACK) through a course designed with the Scaffolded TPACK lesson design model. To achieve these aims, an adapted scale for teachers' design beliefs and TPACK is created and validated. The study reveals significant…
Descriptors: Teacher Attitudes, Technological Literacy, Pedagogical Content Knowledge, Course Descriptions
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Saariaho, Emmi; Pyhältö, Kirsi; Toom, Auli; Pietarinen, Janne; Soini, Tiina – Learning: Research and Practice, 2016
Self-regulative learning skills are extremely important contributors in student teacher learning. Also, interest in co-regulation in learning as a facilitator for pupils' self-regulation skills and an ability to learn how to support peers' regulated learning has increased significantly during the past decade. Still, our understanding of student…
Descriptors: Student Teachers, Independent Study, Preservice Teacher Education, Foreign Countries
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Nathan, Mitchell J.; Martinez, Chelsea V. J. – Learning: Research and Practice, 2015
The question of the relationship between gesture production and mental models was explored in three experiments focusing on inference making when learning from reading a scientific text. Participants engaged in one-on-one interviews after reading an illustrated tutorial on the human circulatory system. Participants gestured more frequently when…
Descriptors: Nonverbal Communication, Cognitive Structures, Inferences, Content Area Reading
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Eberle, Julia; Stegmann, Karsten; Fischer, Frank – Learning: Research and Practice, 2015
We argue that social network analysis is a useful methodology to study and to extend scholarly knowledge on learning through legitimate peripheral participation in communities of practice. We first review work on legitimate peripheral participation and show that research on this topic currently focuses on the adoption of practices. Then we…
Descriptors: Social Networks, Network Analysis, Communities of Practice, Futures (of Society)