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.
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.
Goda et al. (2015) suggested that high-level SR learners can control and manage their learning plan in the context of their everyday lives, using a blended learning environment.
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.
In line with Ma et al. (2013), the present research aims to examine the relationship between learning styles, another important aspect of how students manage their learning, and mathematics performance among American and East Asian students.
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.
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 that attempts to explain East Asian academic success is comprehensive, but with one weakness that speaks to the lack of attention to the way that East Asian students manage their learning in relation to their academic success.
Interviewees particularly valued the objectivity of the individualised feedback which helped them to self-manage their learning.
