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Morehead, Kayla; McEldoon, Katherine; Yarbro, Jessica – Pearson, 2023
Pearson's Learning Foundations describe the optimal conditions for learning and reflect the learner experience Pearson hopes their products will create. Pearson does this by incorporating the Learning Design Principles. Each of the Learning Design Principles goes into detail about a key principle, supporting product design and marketing by…
Descriptors: Learning Strategies, Self Management, Metacognition, Theory Practice Relationship
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Zachariou, Antonia; Bonneville-Roussy, Arielle; Hargreaves, David; Neokleous, Rania – Metacognition and Learning, 2023
Self-regulation and metacognition are important for lifelong functioning and can be strengthened with intervention at a young age. Research proposes that musical play enables self-regulatory development, but lacks rigorous approaches to investigate whether a causal relationship between the two exists. We introduced a musical play intervention in a…
Descriptors: Self Management, Metacognition, Music, Play
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Natalia Andreassen; Rune Elvegård; Rune Villanger; Bjørn Helge Johnsen – Learning Organization, 2025
Purpose: Evaluating emergency preparedness exercises is crucial for assessing enhanced knowledge, facilitating learning and implementing knowledge in organizations. The cognitive process of motivation for action is a precursor for action, coping behavior and individual learning. This study aims to focus on how guided evaluation of emergency…
Descriptors: Cognitive Processes, Emergency Programs, Motivation, Readiness
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Hongjian Liao; Zhe Qu; Lin Yang; Huimin Wang; Qiaoyin Lin – Education and Information Technologies, 2025
The promotion of blended learning has not only enhanced instructional quality but also increased the workload, pressure, and professional challenges faced by university teachers. This study aims to identify patterns of work-related behavior and experience pertaining to successful blended instruction. From the perspective of conservation of…
Descriptors: Foreign Countries, College Faculty, Blended Learning, Faculty Workload
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Helena Kantanen; Kati Kasanen; Susanna Kohonen; Vesa Paajanen; Sanni Pirttilä; Piia Siitonen – Journal of Applied Research in Higher Education, 2025
Purpose: This qualitative study assesses the enablers of the work of a novel, self-managing digital pedagogy peer support team in a Finnish higher education institution. Design/methodology/approach: This study employs a qualitative methodology with in-depth interviews of five digital pedagogy facilitators. The data collected are analyzed with the…
Descriptors: Self Management, Peer Teaching, Web Based Instruction, Teaching Methods
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Chloe Shu-Hua Yeh; Jermaine Ravalier; Kirk Chang – International Journal of Educational Management, 2025
Purpose: There is an urge worldwide that school leaders' mental health and well-being must be prioritised within the education recovery at the local, national and global policy levels. This research identified the intentional well-being practices that school leaders cultivated as they faced unprecedented challenges during the COVID-19 pandemic.…
Descriptors: Educational Practices, Well Being, COVID-19, Pandemics
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Esraa Hasan; Abdel Rahman Mitib Altakhaineh; Roh Chahwan – Open Education Studies, 2025
This study provides empirical evidence of how self-monitoring tasks contribute to improving the Korean pronunciation of foreign learners of Korean in blended courses, which combine face-to-face classes with online assignments. The study focuses on lateralization and nasalization rules, which are obligatory assimilation rules that frequently occur…
Descriptors: Second Language Learning, Pronunciation, Korean, Self Management
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Jelena N. Larsen; Kine M. D. Maxwell; Mohammad Khalil – Journal of Learning Analytics, 2025
Effective learning design (LD) grounded in sound pedagogy is a critical driver of student success. Therefore, it is important to explore how LD of online learning environments influences student ability to manage their own learning. This understanding can inform the development of online programs that prioritize student-driven learning. Research…
Descriptors: Literature Reviews, Learning Analytics, Instructional Design, Student Motivation
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Rieke Ammoneit; Maximilian Felix Göhner; Tom Bielik; Moritz Krell – Science Education, 2024
Definitions of modeling competence in science education do not yet include noncognitive factors. However, noncognitive factors are central to competence and might thus substantially improve our understanding of modeling competence. In this article, we analyze volition during preservice science teachers' engagement with a black-box modeling task…
Descriptors: Models, Science Education, Preservice Teachers, Science Teachers
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Natalie Usher – Assessment & Evaluation in Higher Education, 2024
This study contributes to knowledge about peer review by identifying how different components motivate self-regulating learners' adaptations in later writing. The study followed the changes to writing approach that first-year undergraduates deployed before, during and after peer review workshops. The workshops consisted of: holistically reviewing…
Descriptors: Self Management, Feedback (Response), Peer Evaluation, College Freshmen
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Marah Sutherland; Cayla Lussier; Gena Nelson; Marissa Pilger Suhr; Janice Fong; Jessica Turtura; Ben Clarke – Exceptional Children, 2024
The purpose of this quantitative systematic literature review was to identify and describe published mathematics studies from 1980 to 2021 that incorporated a self-monitoring component (k = 22 studies; N = 1,787 students). We examined specific self-monitoring procedures, instructional contexts, implementation variables, and methodological quality.…
Descriptors: Self Management, Mathematics Instruction, Intervention, Elementary Secondary Education
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Miaoyan Yang; Jiayong Zezhen; Zhenjie Yuan – Higher Education: The International Journal of Higher Education Research, 2024
Previous studies on Chinese overseas students have generally presumed a smooth transition from mobility to mobility capital and have lacked an ethnic perspective. In this study, we adopt mobility capital as an analytical lens to explore the life trajectories of a group of Tibetans with studying abroad experiences. Drawing on qualitative data…
Descriptors: Study Abroad, Coping, Self Management, Educational Mobility
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Andrea Vaughans; Jobila Sy – New Directions for Teaching and Learning, 2024
This chapter describes the implementation and impact of a remediation program in the health sciences. Lessons learned are explored based on common academic difficulties students experience in remediation programs with an emphasis on self-regulated learning outcomes.
Descriptors: Remedial Programs, Health Sciences, Self Management, Independent Study
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Jiajing Li; Chuang Wang – European Journal of Education, 2024
Successful vocabulary acquisition hinges on the harmonious interplay of various factors. Despite some studies that have been conducted to examine the direct effect of self-regulation on vocabulary learning, few of them tapped into the relationship among self-regulation, motivational beliefs, vocabulary learning strategies and vocabulary…
Descriptors: Motivation, Vocabulary Development, Learning Strategies, Self Management
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Ying-Lien Lin; Wei-Tsong Wang; Min-Ju Hsieh – Education and Information Technologies, 2024
Self-regulated learning (SRL) strategies have been identified as a valuable component of digital game-based learning system (GBLS) activities. However, few studies have focused on the effects of information feedback on self-efficacy, SRL strategies, and perceived and actual learning effectiveness. Social cognitive and SRL theories describe the…
Descriptors: Self Efficacy, Self Management, Learning Strategies, Game Based Learning
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