Using recommender systems to promote self-regulated learning in online education settings: current knowledge gaps and suggestions for future research

2021 ◽  
pp. 1-22
Author(s):  
Jiahui Du ◽  
Khe Foon Timothy Hew
Keyword(s):  
Online Education ◽  
Recommender Systems ◽  
Current Knowledge ◽  
Future Research ◽  
Knowledge Gaps ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Knowledge Gaps in Understanding the Etiology of Anemia in Indonesian Adolescents

2021 ◽  
Vol 42 (1_suppl) ◽  
pp. S39-S58
Author(s):  
Kesso Gabrielle van Zutphen ◽  
Klaus Kraemer ◽  
Alida Melse-Boonstra
Keyword(s):  
Current Knowledge ◽  
Vitamin A Deficiency ◽  
Public Health Problem ◽  
Population Group ◽  
Future Research ◽  
Folic Acid Deficiency ◽  
Knowledge Gaps ◽  
Local Conditions ◽  
Etiological Factors ◽  
Infection And Inflammation

Background: Anemia is a public health problem among adolescents in Indonesia. Strategies to prevent or treat anemia should be tailored to local conditions, taking into account its specific etiology and prevalence in a given setting and population group. Objective: This review aims to (1) identify and synthesize the current knowledge on the etiology of anemia among adolescents in Indonesia, (2) reveal knowledge gaps in this area, and (3) suggest directions for future research and programmatic work. Methods: We systematically searched PubMed, Web of Science, Scopus, Medline, and WorldCat databases for peer-reviewed journal articles to identify which etiological factors were related to anemia among Indonesian adolescents. Research papers were reviewed and included in the review according to inclusion criteria. Results: Of 13 studies, 8 showed that anemia was associated with iron deficiency; 4 are suggestive of vitamin A deficiency; and 2 of folic acid deficiency. Five studies underscore different etiological determinants for anemia, such as malaria, protein and energy malnutrition, vitamin B2 deficiency, calcium, and vitamin C deficiency. Based on these findings, we developed a framework on knowledge gaps on the etiology of anemia among adolescents in Indonesia, divided in 3 levels of knowledge: (1) significant knowledge gaps, (2) knowledge gaps, and (3) established knowledge. Conclusions: The knowledge gaps around the etiology of anemia among Indonesian adolescents are significant. Our framework emphasizes the need for further research across all etiological factors, namely inadequate nutritional intake and absorption, genetic hemoglobin disorders, infection and inflammation, and menstrual disorders.

scholarly journals The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks

2020 ◽  
Vol 32 (4) ◽  
pp. 1055-1072 ◽  
Author(s):  
Tamara van Gog ◽  
Vincent Hoogerheide ◽  
Milou van Harsel
Keyword(s):  
Problem Solving ◽  
Self Regulation ◽  
Mental Effort ◽  
Future Research ◽  
Task Sequence ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Mathematics

Abstract Problem-solving tasks form the backbone of STEM (science, technology, engineering, and mathematics) curricula. Yet, how to improve self-monitoring and self-regulation when learning to solve problems has received relatively little attention in the self-regulated learning literature (as compared with, for instance, learning lists of items or learning from expository texts). Here, we review research on fostering self-regulated learning of problem-solving tasks, in which mental effort plays an important role. First, we review research showing that having students engage in effortful, generative learning activities while learning to solve problems can provide them with cues that help them improve self-monitoring and self-regulation at an item level (i.e., determining whether or not a certain type of problem needs further study/practice). Second, we turn to self-monitoring and self-regulation at the task sequence level (i.e., determining what an appropriate next problem-solving task would be given the current level of understanding/performance). We review research showing that teaching students to regulate their learning process by taking into account not only their performance but also their invested mental effort on a prior task when selecting a new task improves self-regulated learning outcomes (i.e., performance on a knowledge test in the domain of the study). Important directions for future research on the role of mental effort in (improving) self-monitoring and self-regulation at the item and task selection levels are discussed after the respective sections.

Examining the role of passion in university students’ academic emotions, self-regulated learning and well-being

2021 ◽  
pp. 147797142110373
Author(s):  
Anna Sverdlik ◽  
Sonia Rahimi ◽  
Robert J Vallerand
Keyword(s):  
University Students ◽  
Adult Students ◽  
Self Regulation ◽  
Well Being ◽  
Future Research ◽  
Academic Emotions ◽  
Psychological Well Being ◽  
Self Regulated Learning ◽  
Regulated Learning

University students’ passion for their studies has been previously demonstrated to be important for both their academic performance and their personal well-being. However, no studies to date have explored the role of passion for one’s studies on both academic and personal outcomes in a single model. The present research sought to determine the role of passion in adult university students’ self-regulated learning and psychological well-being (Study 1), as well as the process by which passion shapes these outcomes, namely academic emotions, in Study 2. It was hypothesised that harmonious passion would positively predict both self-regulated learning and psychological well-being in Study 1. Furthermore, the mediating role of academic emotions between passion and outcomes was tested using a prospective design over time in Study 2. Results provided support for the proposed model. Implications for future research and practice focusing on the role of passion in facilitating adaptive emotions, use of self-regulation and well-being in adult students are discussed.

scholarly journals The role of self-control, self-efficacy, metacognition, and motivation in predicting school achievement

Psihologija ◽  
2019 ◽  
Vol 52 (1) ◽  
pp. 35-52
Author(s):  
Vladimir Dzinovic ◽  
Rajka Djevic ◽  
Ivana Djeric
Keyword(s):  
Self Efficacy ◽  
Structural Model ◽  
School Achievement ◽  
Self Regulation ◽  
Self Control ◽  
Future Research ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Eighth Grade Students

Self-control and self-regulated learning refer to those processes and strategies whereby individuals exert agency in facing educational demands. This study tested a structural model which predicts that self-control has direct effect on school achievement, as well as mediated by metacognitive self-regulation, academic self-efficacy, and regulatory motivational styles as the variables related to self-regulated learning. The research was carried out on a stratified random sample of 575 eighth grade students. It was shown that the effect of self-control on achievement is mediated by self-efficacy. In other words, students who have heightened selfcontrol and believe in their own ability to meet school demands will be successful in school regardless of the complexity of their learning or whether they are autonomously motivated. The implications of such a finding were considered, as well as the limitations of the research and the indications for future research.

The Trajectory of Scholarship about Self-Regulated Learning

2017 ◽  
Vol 119 (13) ◽  
pp. 1-16
Author(s):  
Philip H. Winne
Keyword(s):  
Error Variance ◽  
Learning Activities ◽  
Self Report ◽  
Future Research ◽  
Central Feature ◽  
Self Regulated Learning ◽  
Think Aloud Protocols ◽  
Regulated Learning ◽  
Tightly Coupled ◽  
Access To Data

The trajectory of scholarship about self-regulated learning (SRL) originates in mid-19th-century writings about learners’ sense of responsibility in self education. Although Descartes's 17th-century writings implied mental activities consistent with metacognition, a central feature of SRL, these were inarticulate until Flavell and colleagues’ studies circa 1970. Since then, research on metacognition and its role in SRL has approximately doubled every decade. Foundations for modeling SRL include Skinner's behaviorism, which acknowledged learners’ choices about reinforcers for behavior, and Bandura's social learning theory, with its construct of agency. Research in the 1980s gathered data about SRL mainly using interviews, self-report questionnaires, and think-aloud protocols. These methods were quickly supplemented by observations of behavior and traces of learning activities tightly coupled to features of SRL. Today, SRL research is prominent across a broad spectrum of educational topics. Its importance will grow with trends toward lifelong learning and self-directed inquiries that survey vast information on the Internet, where students control what and how they will learn. Implications for future research include reconceptualizing “error variance” as arising partially due to SRL and capitalizing on software technologies that massively increase access to data about how and to what effects learners self-regulate learning.

The Value of Metacognition and Reflectivity in Computer-Based Learning Environments

2016 ◽  
pp. 105-136
Author(s):  
Sammy Elzarka ◽  
Valerie Beltran ◽  
Jessica C. Decker ◽  
Mark Matzaganian ◽  
Nancy T. Walker
Keyword(s):  
Learning Environments ◽  
Real World ◽  
Self Regulation ◽  
Future Research ◽  
Self Regulated Learning ◽  
Computer Based Learning ◽  
Real World Application ◽  
Regulated Learning ◽  
Computer Based

The purposes of this chapter are threefold: to explore the research on and relationships among metacognition, reflection, and self-regulated learning; to analyze students' experiences with metacognition, reflection, and self-regulated learning activities in computer-based learning (CBL) courses; and to provide strategies that can be used in a CBL environment to promote students' metacognition, reflection, and self-regulation. A review of underlying frameworks for and prior study findings in metacognition and reflection are presented. Case study findings are also described and form the basis for the suggested strategies. The value and implications of using such strategies are also offered. Finally, future research should address the teaching of metacognition and reflection in CBL environments with an emphasis on real world application.

scholarly journals Enantiomers of Carbohydrates and Their Role in Ecosystem Interactions: A Review

Symmetry ◽  
2020 ◽  
Vol 12 (3) ◽  
pp. 470 ◽  
Author(s):  
Lea Lojkova ◽  
Valerie Vranová ◽  
Pavel Formánek ◽  
Ida Drápelová ◽  
Martin Brtnicky ◽  
...  
Keyword(s):  
Abiotic Stress ◽  
Plant Nutrition ◽  
Current Knowledge ◽  
Genetic Regulation ◽  
Future Research ◽  
Knowledge Gaps ◽  
Research Knowledge ◽  
Critical Knowledge ◽  
Ecosystem Interactions ◽  
Plant Compounds

D- and most L-enantiomers of carbohydrates and carbohydrate-containing compounds occur naturally in plants and other organisms. These enantiomers play many important roles in plants including building up biomass, defense against pathogens, herbivory, abiotic stress, and plant nutrition. Carbohydrate enantiomers are also precursors of many plant compounds that significantly contribute to plant aroma. Microorganisms, insects, and other animals utilize both types of carbohydrate enantiomers, but their biomass and excrements are dominated by D-enantiomers. The aim of this work was to review the current knowledge about carbohydrate enantiomers in ecosystems with respect to both their metabolism in plants and occurrence in soils, and to identify critical knowledge gaps and directions for future research. Knowledge about the significance of D- versus L-enantiomers of carbohydrates in soils is rare. Determining the mechanism of genetic regulation of D- and L-carbohydrate metabolism in plants with respect to pathogen and pest control and ecosystem interactions represent the knowledge gaps and a direction for future research.

The Design and Implementation of Net English Teaching System Based on WEB Technology

2014 ◽  
Vol 687-691 ◽  
pp. 1852-1855 ◽  
Author(s):  
Li Ping Gong
Keyword(s):  
Design Thinking ◽  
Action Learning ◽  
Future Research ◽  
Learning Resources ◽  
Web Based ◽  
College English ◽  
Self Regulated Learning ◽  
Learning Platform ◽  
Regulated Learning ◽  
Evaluation Platform

In this paper, the author first analyze the current situation of the present domestic Web-based college English learning platform, analyze and summarize the problems exists, and propose research objectives of this subject. Then, to explore the guidance of theory that design and develop a web-based college English self-regulated learning platform required for; On this basis, according to relevant learning theories and principles of design and development in light of the characteristics of college English and the actual needs, put forward the overall design thinking of developing a web-based College English self-regulated learning platform, constructed the whole platform, design the function and the database detailed, and to carry out specific development. The platform provides students with learning tools, learning resources, exchange platform, test and evaluation platform; can evaluate the learning action, learning processes and learning outcomes of students, students can understand their own learning from the evaluation platform, and then adjust their own learning to obtain high quality and efficiency of learning. Teachers can also use the course release module to enrich the learning resources and realize to share labor of a number of teachers. In order to test the real application of this platform, tested this platform in practice teaching to analyze self-learning process of the students, and an analysis of the data collated. Finally, sum up the characteristics of the platform, as well as inadequacies, and in the basis, outlook the future research direction and focus for future research.

scholarly journals The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses

2020 ◽  
Vol 21 (1) ◽  
pp. 23-39 ◽  
Author(s):  
Daeyeoul Lee ◽  
Sunnie Lee Watson ◽  
William R Watson
Keyword(s):  
Learning Strategies ◽  
Self Efficacy ◽  
Task Value ◽  
Future Research ◽  
Use Of Self ◽  
Massive Open Online ◽  
Positive Correlation ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning

This study examines the relationships between self-efficacy, task value, and the use of self-regulated learning strategies by massive open online course (MOOC) learners from a social cognitive perspective. A total of 184 participants who enrolled in two MOOCs completed surveys. The results of Pearson’s correlation analysis show a positive correlation between self-efficacy and the use of self-regulated learning strategies, as well as a positive correlation between task value and the use of self-regulated learning strategies. The results of hierarchical multiple regression analysis show that self-efficacy and task value are significant predictors of the use of self-regulated learning strategies. There was a statistically significant difference in the use of self-regulated learning strategies between learners who possessed high self-efficacy and those who possessed low self-efficacy. In addition, learners who had high task value showed statistically significant higher average self-regulated learning scores than those who had low task value. Implications and future research directions are discussed based on the findings.

Self-regulated learning skills of prospective music teachers in Turkey

2020 ◽  
Vol 38 (3) ◽  
pp. 415-430
Author(s):  
Ebru Tuncer Boon
Keyword(s):  
Goal Setting ◽  
Music Teachers ◽  
Daily Practice ◽  
Male Students ◽  
Future Research ◽  
Learning Skills ◽  
Practical Applications ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Gender

The purpose of this study was to investigate self-regulated learning skills of prospective music teachers in Turkey ( N = 222). This study also investigated whether self-regulated learning skills of prospective music teachers differed according to their gender, academic year, daily practice hours, and most recent instrument exam grade. The data were collected through the Self-Regulated Learning Skills Scale developed by Turan. Analyses revealed that statistically significant differences were found between the Planning and Goal Setting subscale and gender variable. The female students had higher planning and goal setting compared to the male students. The results also showed that the male students were more dependent learners. Students whose instrument exam grade was between 76 and 100 had higher planning and goal setting skills. Prospective music teachers who practiced their instruments more than 3 hr a day showed higher self-regulated learning skills than those who practiced less. Implications for future research and practical applications are also discussed.

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