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The concepts of metacognition, regulation of learning and self-regulated learning (SRL) are increasingly at the centre of the scientific debate regarding learning and its effectiveness and are sometimes used interchangeably.
Use of these diagnostic cues when monitoring learning will lead to better regulation of learning activities and of mental resources allocated, and thus to more efficient learning and higher learning outcomes.
The design artefact presented in this article uses a conceptual model that visualizes the relationships between dashboard design and the learning sciences to provide cognitive and behavioral process-oriented feedback to learners and teachers to support regulation of learning.
Although there is abundant experimental metamemory research on the relation between students' monitoring, regulation of learning, and learning outcomes, relatively little of this work has influenced educational research and practice.
Concretely, the first framework combines two continuous dimensions: social regulation of learning and content processing.
With the goal to identify group engagement in the social regulation of learning, the coding started at the episodic level to identify all episodes of co-regulation.
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Two studies are presented: the first compared the effects of two different levels of feedback (1 and 3) on self-regulation of learning in university students.
This is carried out to orient teachers about how to facilitate self-regulation of learning.
This self-regulation of learning behavior among students is associated with higher student grades and long-term retention (Shell, Hazley, Soh, Ingraham, & Ramsay, 2013).
The current study aimed to investigate the co-regulation of learning in small-group contexts, where collaborative cognitive activities based on group problem-solving cases are foreseen.
In short, the present paper contributes to enlarge the body of studies on co-regulation of learning to the specificity of the VET format.
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