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We have a "support" group for children who can't manage their learning in a mainstream classroom.
The feedback showed that the part-time students appreciate the opportunity to manage their learning.
Clever has been able to help, Bosmeny says, by trying to reimagine the entire process schools go through to implement and manage their learning software.
Greene and Azevedo (2010) indicated that learners who do well in an ICT-based environment can manage their learning using cognitive and metacognitive processes, such as ensuring the effectiveness of learning strategies, setting learning objectives, and self-monitoring.
It will be interesting to deepen into how students organize and manage their learning using technologies, and the reasons that explain the varied uses of SRL strategies with technologies.
According to Ma et al. (2013), the research literature on East Asian academic success, even though comprehensive, lacks attention to whether academic success of East Asian students correlates with how they manage their learning process.
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Interviewees particularly valued the objectivity of the individualised feedback which helped them to self-manage their learning.
On the other hand, self-directed learning referred to students' internal cognitive processes in managing their learning in order to achieve their learning goals.
At about the same time, the Dearing Inquiry Into Higher Education recommended that "those leaving higher education need to understand how to learn and how to manage their own learning, recognising the process continues throughout life".
Students can manage their own learning process through a succession of windows.
However, MOOCs attract a diverse spectrum of learners, who differ in their ability and motivation to manage their own learning.
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