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The main objective of this methodological article is to discuss the contribution of response times as a tool in education research. The use of response times in research is largely a legacy of the work carried out in cognitive psychology, which has made it possible to describe the cognitive processes involved in information processing. In education, research that incorporates response times into its methodological design often has two main objectives: 1) evaluate the automation of basic learning and 2) infer the cognitive processes involved in academic learning, such as working memory and inhibitory control. This article addresses and discusses specific research designs that use response times across various academic disciplines and instructional levels, offering a comprehensive overview of the potential applications of response times in education research. In light of this overview, utilizing response times in education research not only emerges as relevant but also serves to complement existing methodological tools. For instance, such designs can aid in identifying the relative difficulty of different types of learning, understanding the underlying reasons for such variations, and offering valuable insights for developing learning sequences and pedagogical interventions that are more consistent with learning processes.

Self-regulated learning interventions influence students' learning outcomes in online and blended environments. A review of the literature about self-regulated learning strategies reveals both significant and non-significant effects on learning outcomes in online and blended environments. The aim of this study was to calculate the common effect size of empirical studies conducted between 2017 and 2022 that investigated the effect of self-regulated learning strategies on learning outcomes in online and blended environments, and to determine whether the common effect size shows a significant difference in terms of course type, self-regulated learning strategy type, school level, and learning context. A meta-analytical review method was employed to combine the outcome of independent empirical studies. The studies included in this review were collected from Scopus, IEEE Explore, and ERIC databases. A total of 15 studies were included in this study. Cohen's d coefficient was calculated for the effect size in this study. As the heterogeneity among the effect sizes of the studies was high (Q > [chi-squared], p < 0.05), the common effect size was calculated following the random effects model. As a result of the meta-analysis, it was decided that self-regulated learning strategies had a "moderate" effect (Q= 0.65) on learning outcomes in online and blended environments. Moreover, the calculated common effect size showed no significant difference according to the type of self-regulated learning strategy, course type, school level, and learning context.

The purpose of this study was to evaluate the quality of research-based learning conducted remotely through the use of the Moodle learning management system using the Context, Input, Process, and Product (CIPP) evaluation model. Data sources include lecturers, students, faculty documents, study program materials, and Moodle learning management systems (LMS) used in lectures. Data were gathered using the CIPP evaluation checklist (2002), semi-structured interviews, document analysis, and observation. The data were analyzed using content analysis. The findings indicate that learning occurs entirely within the Moodle LMS, which includes lecture tools, is guided by lecturers with subject-specific expertise, is collaborative within the lecture system, and is conducted using appropriate and effective virtual synchronous and self-directed asynchronous learning approaches. Additionally, employing various approaches and learning strategies has a major influence on students' abilities, attitudes, behaviors, and values when it comes to developing educational research and writing a quantitative research proposal. However, because proposal assignments are often assigned towards the program's ending, the time necessary to complete them is typically quick. This looks to be an omission of certain students' abilities. Slow learners will fall behind on these assignments.

This study aimed to extend previous literature comparing continuous methods of data collection to estimation data, but this time implementing the data collection procedures within a group discrete trial teaching format with three individuals diagnosed with autism spectrum disorder. Group discrete trial teaching was conducted in a classroom setting using relevant academic targets for each child. The data collection procedures were examined in terms of accuracy of data collection, efficiency of teaching (i.e. number of trials delivered per session), and rate of child acquisition of targets. Results of the adapted alternating treatment design replicated across sets and multiple targets indicated that estimation data was found to be a valid data collection method in identifying mastery, with only two instances where the mastery probe did not confirm mastery. Trial-by-trial data indicated mastery four times in which a probe for mastery did not confirm mastery of targets. Additionally, it was found that instructors conducted more teaching trials within the estimation data condition across all learners and training sets and social validity measures indicated overall favorable responses toward the estimation data collection procedure from both instructors.

This systematic review aimed to investigate the role of technology as a solution in Speech-Language Pathology (SLP). A total of 49 articles published between 2004 and 2023 were examined to gather information on general aspects, methodology, technology implementation, learning outcomes, and limitations and solutions related to technology-enhanced learning strategies in SLP research. The study focused on identifying the target participants, technological approaches, and the effectiveness of technology in SLP. The analysis revealed that the majority of studies included graduate students and general participants, highlighting a need for further exploration of technology's impact on babies and older adults in the field of SLP. Various technologies such as augmented reality (AR), virtual reality (VR), robots, and artificial intelligence (AI) were investigated, with computer-based, web-based, and online multimedia environments being the most used technology environments. Limitations of previous studies were identified, and potential solutions and advantages were suggested for guiding future research. The findings can be used as a reference for researchers, practitioners, schools, associations, and policy-makers intending to conduct SLP studies or implement technology-enhanced SLP solutions. The identified limitations and proposed solutions can serve as a reference for improving future studies in this field.

Since the establishment of the "Journal of Political Science Education" (JPSE) in 2004, the Scholarship of Teaching and Learning has become more rigorous and data-based, thanks in large part to the efforts of editors, peer-reviewers, and submitters to the journal. Where does the field go from here? I argue that our greatest strengths lie in multimethod approaches. To best understand how to improve teaching and learning in political science, we need to use all of our methodological tools. To illustrate these tools, I provide examples of some of the most-cited pieces in JPSE over the past 20 years, including ones using large-n statistical, experimental, case study, student self-report, qualitative evaluation, and reflective methodologies. I also provide examples of multimethod SoTL work and argue that the best way to move the field forward is to use multiple methodological tools together. Multimethod approaches help us better understand both the teaching problems that are facing the field of political science today and how best to respond to them. For instance, big data can help us understand overall trends, but may hide the individual experiences of students; experiments may reveal causal relationships, but surveys can help us understand how they function in practice. By bringing multiple methodological approaches together, we can get better answers to important questions. The widespread adoption of multimethod SoTL approaches in the future will require rethinking graduate school training, thoughtful research design, and providing intentional collaboration opportunities through conferences and infrastructure.

Student engagement as an important predictor of peer interaction and academic achievement has received considerable attention in second language classes. Despite its significance, how study groups engage in online writing activities in collaborative learning settings remains underexplored. To fill this gap, the present study explored how a group of four engaged in an 8-week computer-mediated collaborative writing (CMCW) project in a Chinese university English as a foreign language (EFL) context. Data were collected from multiple sources such as a pre-survey, audio-recorded discussions, and retrospective interviews. Findings identify three developmental periods of group engagement through task completion, namely breaking-in, growth, and proficiency periods. During each period, the four dimensions of group engagement (i.e., behavioral, cognitive, emotional, and social engagement) were ongoing and salient to varying extents and mutually influenced among the participants. Also, the learners utilized certain collaborative strategies to promote meaning negotiation and care for the quality of interactions. The study highlights the great potential of CMCW to form a sociocognitive learning community where the students can actively engage in learning, construct new knowledge, and promote language skills through not only cognitive processing but also mutual interaction between peers and instructors.

The field of cognitive training (CT) has been researched for over a century. However, there is still a debate regarding its ability to produce cognitive improvement, especially in working memory (WM) indices. This meta-analysis examined whether there is an advantage in training gains by comparing the results of two specific WM training approaches, Core Training (CRT) and Strategy Training (ST). Meta-analytic techniques were used to summarize 28 independent effect sizes from 24 studies with 1521 subjects, calculated only from studies that compared both training approaches in a single study. We found moderate effect sizes of trained tasks improvement with a clear advantage to ST over CRT, from which younger trainees benefitted the most. However, this advantage has almost disappeared for untrained tasks due to the limited improvement each approach produced on its own.

Corporate Social Responsibility (CSR) is an essential part of sustainability. The CSR concept can be extended to social responsibility of organisations and personal responsibility of the citizens (Personal Social Responsibility). Extending the CSR concept requires increasing the knowledge of it. The Social Responsibility Index (SR Index), inspired by the CSR indices used to measure the performance, can be a convenient tool to educate adult population in the Lifelong Learning (LLL) process. It is essential that the index is understandable for all users. Moravian Business College Olomouc has applied andragogical approaches in an index methodology proposal -- so called SR ETA Index 2019 (hereinafter referred to as SREI). The aim of the paper is to present the SREI. Beyond the function of the measuring instrument, it can be used to educate all types of target user groups. The SREI design is based on a combination of piloting methodology and field preresearch methodology.

InContext is a custom-designed mobile application for writing assignments intended for university students in journalism and research methodology courses. In these disciplines, it has been observed that there is a need for an educational and technological tool to guide the writing of text using preloaded templates in which students can input text and multimedia material to create articles or write research reports. Besides its ease of use, the app was intended to improve metacognitive thinking. This led to the establishment of six working hypotheses in an exploratory study. For the study, a random sample of students enrolled in the aforementioned courses was selected during the August-December 2019 semester at a private university in Mexico. They took a pre-test using the "Motivated Strategies for Learning Questionnaire" (MSLQ) that had been translated into Spanish and already validated in Mexico. Subsequently, the students used the application and then answered the same questionnaire as a post-test. The study aimed to compare the results of the tests to see whether there was an improvement in cognitive skills. The results showed an increase in four skills: critical thinking, data search, cognitive self-regulation, and regulation of effort. The research results did indicate metacognitive development that would benefit the academic and professional work of future graduates.

The current study uncovers secondary school students' actual use of text-learning strategies during an individual learning task by means of a concurrent self-reported thinking aloud procedure. Think-aloud data of 51 participants with different learning strategy profiles, distinguished based on a retrospective self-report questionnaire (i.e., 15 integrated strategy users, 15 information organizers, 10 mental learners, and 11 limited strategy users), were analysed by means of educational process mining. Both the frequency of students' strategy use, as well as the temporal patterns between these strategies were studied. The process mining results clearly demonstrated differences between the strategy profiles with respect to the frequency of their applied strategies, as well as concerning the temporal sequences wherein strategies were applied throughout the course of students' text-learning process. The added value of combining both retrospective and concurrent self-report measures of students' strategies as well as conducting process mining analysis is discussed.

This paper describes the long-term re-development of an introductory graduate research methods course. The initial design is presented, followed by the two re-design phases. Phase 2 introduced additional inquiry-based strategies such as concept mapping and multiple levels of peer collaboration. Phase 3 incorporated competency-based techniques as well as additional technical, social, and instructional support. Assessment results, student feedback, moderate to strong relationships between scores on key assessments, and design principles support the assertion that the Phase 3 course is an improvement over the Phase 1 version. Limitations and further research are presented.

The large-scale and granular interaction data collected in online learning platforms such as massive open online courses (MOOCs) provide unique opportunities to better understand individuals' learning processes and could facilitate the design of personalized and more effective support mechanisms for learners. In this paper, we present two different methods of extracting study patterns from activity sequences. Unlike most of the previous works, with post hoc analysis of activity patterns, our proposed methods could be deployed during the course and enable the learners to receive real-time support and feedback. In the first method, following a hypothesis-driven approach, we extract predefined patterns from learners' interactions with the course materials. We then identify and analyze different longitudinal profiles among learners by clustering their study pattern sequences during the course. Our second method is a data-driven approach to discover latent study patterns and track them over time in a completely unsupervised manner. We propose a clustering pipeline to model and cluster activity sequences at each time step and then search for matching clusters in previous steps to enable tracking over time. The proposed pipeline is general and allows for analysis at different levels of action granularity and time resolution in various online learning environments. Experiments with synthetic data show that our proposed method can accurately detect latent study patterns and track changes in learning behaviours. We demonstrate the application of both methods on a MOOC dataset and study the temporal dynamics of learners' behaviour in this context.

With reference to the Technology-based Learning model for flipped classrooms, a literature review on Social Sciences Citation Index (SSCI) papers published in the Web of Science (WOS) database was conducted, with the application of flipped learning in science education as the research topic. The study analyzed the existing research on author nationalities, application domains, research methods, participants, learning strategies, and research issues. Based on the analysis data, starting from 2015, there have been a large number of flipped classroom studies in science education. The studies were mainly from the United States; the application domains were mostly chemistry, physics, biology, and natural science and ecology. Over half of the studies adopted quantitative methods, and participants were mainly college students. In the before-class stage, the flipped classroom studies in science education mainly adopted instructional videos as the learning materials and used online learning systems as the medium for materials and online discussion. In the in-class stage, the major learning strategy was problem-based learning, while over half of the studies did not employ educational technology. In the after-class stage, most studies administered examinations to explore the learning outcomes. Accordingly, Potential research issues are proposed as a reference for future studies.

Identifying impediments to learning can help both instructors and students. In this study students (N = 222) from across the nation listed concepts from research methods they found the most challenging--"potholes" or impediments to learning, and also rated the difficulty of various concepts from the class. We also measured student attitudes and perceptions of the course. Our results showed validity is one of the hardest concepts for students to understand in RM. Not surprisingly, within a list of concepts in research methods, students tend to be tripped up by terms of similar grouping. Perceptions of a research methods course was strongly related to the students' attitudes and canonical correlation analysis revealed several important findings from our data set. For example, we found that when students perceive more value, expectancy for success, cognitive strategies, and resources management strategies, they are less likely to be challenged by the concepts of samples and variables and threats to internal validity. Our findings provide a clear map of student potholes in research methods courses and suggest ways to change student attitudes about the same.

Major advances have been made in research on language learning strategies (LLS) since it was triggered by good language learner studies (e.g. Rubin, 1975). Numerous accounts of strategy use have been compiled, key classifications have been proposed, some progress has been made towards furthering our understanding of the complex relationship between LLS use and attainment, an array of factors impacting strategy use has been investigated, some evidence has been gathered for the beneficial role of strategies-based instruction, and new data collection tools have been developed (see e.g. Cohen, 2011; Cohen & Griffiths, 2015; Cohen & Macaro, 2007; Griffiths, 2018, 2019; Griffiths & Oxford, 2014; Oxford, 2017; Oxford & Amerstorfer, 2018; Pawlak, 2011; Pawlak & Oxford, 2018). While acute problems related to the definition of LLS, their characteristics, their separation from regular learning activities or their actual utility have surely not disappeared, some promising solutions have been proposed (Griffiths, 2018; Oxford, 2017) and calls to abandon the concept have been countered (Dörnyei, 2005). This said, a question arises as to what can be done to move the field forward. Following a brief overview of existing research, the article tackles this issue with respect to the following areas: (1) foci of future research, (2) methodological choices, and (3) consideration of how research findings can inform pedagogy.

The authors led a workshop during a professional conference gathering French-speaking teachers of Quebec in the fall of 2018 with the aim of describing the learning approaches adopted in social studies teaching within the secondary school context. Their intent in the course of the workshop was to examine how elements associated with learning historical thinking were incorporated into actual teaching practices. The workshop provided an opportunity to evaluate teachers' adherence to the conceptualization approach prescribed by the social studies program in Quebec. The ensuing discussions also helped pinpoint common characteristics in their learning approaches, based on the main learning models of historical thinking as proposed in the scholarly literature. These characteristics suggest the existence of tension between two competing models: one involving equilibrium-based conceptualization analogous to that initially defined by Edwin Peel and another consisting of historical documentary analysis using "The Big Six" historical thinking concepts defined by Peter Seixas and Tom Morton. After presenting these instructional models associated with learning historical thinking, the authors present data collected from the participants at the workshop. This data describes sequences relatively similar to those of both models (i.e., conceptualization and documentary analysis). Next, they discuss the results, which, even if they show variable modulations, suggest social studies teaching practices relatively favorable to the learning of historical thinking.

cMOOCs, which are based on connectivist learning theory, bring challenges for learners as well as opportunities for self-inquiry. Previous studies have shown that learners in cMOOCs may have difficulties learning, but these studies do not provide any in-depth, empirical explorations of student difficulties or support strategies. This paper presents a case study on student difficulties and support requirements at the beginning of a cMOOC. Content analysis of messages posted by learners and instructors in four main online course learning spaces including Moodle, blogs, Facebook and Twitter was conducted. Three questions are explored in this paper: (1) What kinds of difficulties do learners encounter at the beginning of a cMOOC?; (2) Which of these difficulties are typical for most learners?; and (3) How are these difficulties responded to and supported in the cMOOC environment? Based on the research results of this study, we provide some reflections on learning support for cMOOCs and a discussion of the research itself in the last part of the paper.

This qualitative research aims at linking recent findings related to cognition and self-regulated learning with complexity-driven educational framework that promotes Teacher-Learner communities of practice, in which knowledge is generated and constructed through a complex process of reflection and negotiation. Building on the data that was obtained through a textual academic literary self-report, we explore students' engagement and agency in the activities that are inherent to higher levels of academic education (Ph.D. studies), that is, researching, reading, writing, participating and interaction with other members of academic communities. The results are relevant for our deeper understanding of academic maturation from the cognitive and socio-cultural perspective within a complexity-driven, transdisciplinary educational paradigm.

The current paper presented theoretical assumptions behind language learning strategies (LLS) and an overview of methods used to identify learners' strategies, first, and then summarized what have been reported from large number of descriptive studies of strategies by language learners. Moreover, the paper tried to present the variety of definitions and classifications of learning strategies can be counterproductive in a number of ways. Finally, the researchers argued that in spite of the lack of coherence and clarity in the description of second language learning strategies, the relevant research findings can be profitably incorporated into classroom activities and that further research and application in this area can make our understanding of learning strategies deeper and our facilitation of language learning more fruitful.

Learners in massive open online courses (MOOCs) are required to be autonomous during their learning process, and thus they need to self-regulate their learning to achieve their goals. According to existing literature, self-regulated learning (SRL) research in MOOCs is still scarce. More studies which build on past works regarding SRL in MOOCs are required, as well as literature reviews that help to identify the main challenges and future research directions in relation to this area. In this paper, the authors present the results of a systematic literature review on SRL in MOOCs, covering all the related papers published until the end of 2017. The papers considered in this review include real experiences with at least a MOOC (other learning scenarios sometimes claimed as MOOCs, such as blended courses, or online courses with access restrictions, are out of the scope of this analysis). Most studies on SRL in MOOCs share some common features: they are generally exploratory, based on one single MOOC and tend not to specify in which SRL model they are grounded. The results reveal that high self-regulators engage in non-linear navigation and approach MOOCs as an informal learning opportunity. In general, they prefer setting specific goals based on knowledge development and control their learning through assignments.

Previous findings on the relationship between private tutoring and self-regulated learning are inconsistent. In this study, we assumed that the inconsistency of these findings was due to a combination of methodological issues, differing definitions of self-regulated learning and failure to account for the amount of time spent in private tutoring. The purpose of the study is to examine a causal effect of private tutoring on students' self-regulated learning based on a social-cognitive perspective via the marginal mean weight through stratification method (MMW-S). We especially investigated if the effect of private tutoring varies depending on the quantity of private tutoring. Based on the hours of private tutoring per week, 3750 Korean middle school students were classified into six subgroups, and the population average causal effect of multivalued private tutoring was estimated with MMW-S. This finding indicated that private tutoring had a null effect on self-regulated learning across different levels of private tutoring, and no evidence was found that excessive private tutoring for academic subjects had a positive or negative impact on self-regulated learning. The findings imply that private tutoring itself neither progresses nor damages students' self-regulated learning abilities.

This review assessed the use of self-regulated strategy development (SRSD) for teaching written composition strategies to students with attention deficit hyperactivity disorders. We examined the participants and the settings in which SRSD has been used, the writing strategies tested, genres addressed, and the effects of SRSD on outcome measures. Though only 27 participants were included in the studies located, they were generally representative of the population of students with ADHD. Only a small number of writing strategies were tested with students with ADHD, and the great majority of studies focused on essay writing. SRSD had marked effect on outcome measures. After instruction, compositions were more complete, longer, and of higher quality. Planning time and writing time also increased. Directions for future research and implications for practice are discussed.

Recent years have seen a dynamic growth of research communities addressing conditions, processes and outcomes of learning in formal and informal environments. Two of them have markedly advanced the field: The community on research on learning and instruction that has been organized in the European Association for Research on Learning and Instruction (EARLI), and the learning sciences community, including the computer-supported collaborative learning community, organised in the International Society of the Learning Sciences (ISLS). This special issue brings together researchers from these two communities who are currently contributing to advancing the methodology. This introductory article explores the differences and commonalities between these two communities and offers "four main potentials for innovation" resulting from developments for learning research, no matter if situated in research on learning and instruction or in learning research. The contributions to this special issue each address one of these potentials: (1) Increased gain in scientific understanding through more "messy studies" when investigating "real" learning in new fields; (2) More comprehensive understanding of learning phenomena through the use of methodologies that can handle multiple units of analysis and include process analyses; (3) Overcoming overreliance on self-reports: From personal constructs to series of interactions unfolding over time; and (4) Building bridges between research on learning and cognitive neuroscience.

This article critically reviews strategy research on learning Chinese both as a second and foreign language. Through a careful examination of major data bases in both the Chinese and English languages, the article summarizes research in the field and the principal research methods used in the studies reviewed. Moreover, key limitations in research designs, inconsistencies in reported findings, inappropriate use of research methods, and weaknesses in both Chinese- and English-language publications are discussed. The article concludes by calling for future research paying more attention to current language learning strategy theories and practices.

The necessity of examination of every case within its peculiar conditions in social sciences requires different approaches complying with the spirit and nature of social sciences. Multiple realities require different and various perceptual interpretations. In modern world and social sciences, interpretation of perception of valued and multi-valued have been started to be understood by the principles of fuzziness and fuzzy logic. Having the verbally expressible degrees of truthness such as true, very true, rather true, etc. fuzzy logic provides the opportunity for the interpretation of especially complex and rather vague set of information by flexibility or equivalence of the variables of fuzzy limitations. The methods and principles of fuzzy logic can be benefited in examination of the methodological problems of law, especially in the applications of filling the legal loopholes arising from the ambiguities and interpretation problems in order to understand the legal rules in a more comprehensible and applicable way and the efficiency of legal implications. On the other hand, fuzzy logic can be used as a technical legal method in legal education and especially in legal case studies and legal practice applications in order to provide the perception of law as a value and the more comprehensive and more quality perception and interpretation of value of justice, which is the core value of law. In the perception of what happened as it has happened in legal relationships and formations, the understanding of social reality and sociological legal rules with multi valued sense perspective and their applications in accordance with the fuzzy logic's methods could create more equivalent and just results. It can be useful for the young lawyers and law students as a facilitating legal method especially in the materialization of the perception and interpretation of multi valued and variables. Using methods and principles of fuzzy logic in legal education, more quality and just legal interpretations can be achieved by synchronously dealing with non-contradicting different perspectives of legal realities.

Students' memories and learning strategies are situated in their social relationships, political orientations, cultural meanings, worldviews, and historical experiences. This study uses qualitative research methods to investigate how Canadian students remember and learn about the War on Terror. It deals with the narratives of ninety-nine students studying in an urban university of Ontario. I find that apart from textual resources, remembering and learning involve a collectivity of significant "others" or what I call interpretative communities. These communities play an influential role in the consumption and negotiation of knowledge inside and outside the classrooms thus an understanding of their role may help teachers to enhance their instructional strategies. (Contains 1 table and 2 figures.)

Concept maps can be used as both a cognitive and constructivist learning strategy in teaching and learning in adult education and human resource development. The maps can be used to understand course readings, analyze case studies, develop reflective thinking and enhance research skills. The creation of concept maps can also be supported by the use of the CmapTools software. (Contains 3 figures.)

Teacher educators need tools to help them think about teacher learning, to design activities and programs that foster it, and to assess the results of their work with preservice and in-service teachers. In this article, in order to improve the conceptual tools available for the design and study of teacher education, the author teases apart distinctions among several popular notions of teacher community, clarifying how each can make a distinct contribution to the research and practice of teacher development. The author also suggests how activity theory in general, and writing about third spaces in specific, might compliment the contributions and limitations of various notions of teacher community. (Contains 3 tables.)

Eye tracking methodology offers insights into human attention, decision-making processes, and user behaviours. In the context of teacher learning, data generated from eye-tracking technology has the potential to provide important information about teachers' behavioural patterns and cognitive processes that may or may not be occurring during learning experiences. This review analyses existing studies that use eye tracking methodology for studying teacher learning. The authors accessed three different databases (ERIC, PsycNet, and EBSCOHost) for their review. An iterative process of reviewing and coding the articles led to an in-depth review of 10 recently published articles. Emergent themes resulted from the in-depth review and include "information processing," "multimedia learning," "learning tools and resources," and "expert-novice knowledge construction." The reviewed articles also highlight how eye tracking can be used to determine teachers' engagement with learning material, reading patterns, and sense-making strategies. Additional study characteristics, including context, data sources, eye tracking device and metrics were also reviewed. Results of this review shed light on how educational researchers can effectively use eye tracking methodology to investigate teacher learning at different career stages. This, in turn, can inform educational stakeholders about how to optimize learning opportunities and environments.

An e-learner's characteristics are very important variables with regards to educational performance and the e-learning environment. This study suggests a research model, based on a successful e-learning model, which presents the relationship between e-learner's self-regulated learning strategies and the quality perception in LMS (learning management systems). This research model focuses on self-regulated learning strategies and satisfaction with the learning environment. This learning environment consists of a learning management system, learning content, and interaction that are provided by e-learning. Especially, this study suggests that e-learner's self-regulated learning strategy is very important in e-learning performance. The validity of the model will be shown empirically.

The Learning to Learn in Schools Phase 3 Evaluation was a four year project across England exploring the concept of Learning to Learn in 33 primary and secondary schools. The project was funded through the UK based Campaign for Learning. One of the key aims of the project was to ensure that the locus of control in terms of development remains with the schools, who decided on the focus of innovation relevant to them under the umbrella heading of Learning to Learn. A team from the Research Centre for Learning and Teaching at Newcastle University then supported and facilitated the teachers in the systematic evaluation of their experiences. As a result we believe that this process supported meaningful professional development about teaching and learning. This paper exemplifies this process through two professional enquiries into pupil talk in the classroom and how it supported learning. The projects were carried out by teachers in two schools, one secondary (11-18 years) and one primary (4-11 years). Both schools decided that encouraging pupil talk about learning best fit with their priorities and the project aims of exploring Learning to Learn. The paper describes the different research methods and findings of the teachers' research, focusing on the decision making which occurred and how the process of the research has impacted on their professional development. Conclusions are drawn about how the philosophy of Learning to Learn can be as easily applied to the process of professional enquiry through action research and teachers' learning, as to the more traditional domain of students' learning and how this might contribute to the development of a successful Learning to Learn school culture. (Contains 10 figures and 2 endnotes.)

As a number of recent studies suggest applications of networked computers in education have very inconsistent results ranging from success stories to complete failures. Literally, thousands of e-learning projects have been carried out that greatly differ in their outcomes. Until now, however, there is no systematic or a standardized way of planning, comparing and evaluating e-learning projects, their outcomes, and their effectiveness. Therefore, the main objective of this research was an investigation of possible approaches to systematic planning, development and evaluation of e-learning initiatives and their corresponding e-learning projects. The result of this work is a multidimensional model of e-learning Indicators that are defined as the important concepts and factors that are used to communicate information about the level of e-learning and used to make management decisions when planning e-learning strategy. The lack of knowledge of the learner audience as well as of the factors influencing that audience and e-learning projects overall results in failing to provide satisfactory support in the decision making process. In order to address this issue, an approach dealing with e-learning indicators is proposed. Having a standardised guide of e-learning indicators accepted by the scientific community enables comparison and evaluation of different initiatives regarding e-learning in a standardised manner. The proposed E-learning Indicators Methodology enables successful planning, comparison and evaluation of different e-learning projects. It represents an empirical methodology that gives concrete results expressed through numbers that could be analysed and later used to compare and conclude its e-learning efficiency. A practical value of this approach was analyzed in the realized comparative analyses of two different institutions using different LMS tools: Angel and Moodle focusing on comparison and evaluation of e-learning indicators of these two e-learning projects. With the application of this methodology in e-learning projects it is more likely to achieve better results and higher efficiency as well as higher Return on Investment-ROI. (Contains 36 figures.)

The faculty of an undergraduate research course with a diverse student body recognized that many students struggled with the concept of how to critique a research article. The traditional assignment method used to teach the critique process did not maximize student learning outcomes. The active learning strategy of peer review was used to enhance student understanding and engagement in the critique process. This active learning strategy involved small groups of students who worked together as a team to evaluate the work of other student groups using a critique-rubric. This article describes the development and incorporation of a peer review activity into an undergraduate research course.

This paper focuses on the broad outcome of an action research project in which practical theory was developed in the field of networked learning through case-study analysis of learners' experiences and critical evaluation of educational practice. It begins by briefly discussing the pedagogical approach adopted for the case-study course and the action research methodology. It then identifies key dimensions of four interconnected developmental processes--orientation, communication, socialisation and organisation--that were associated with "learning to learn" in the course's networked environment, and offers a flavour of participants' experiences in relation to these processes. A number of key evaluation issues that arose are highlighted. Finally, the paper presents the broad conceptual framework for the design and facilitation of process support in networked learning that was derived from this research. The framework proposes a strong, explicit focus on support for process as well as domain learning, and progression from tighter to looser design and facilitation structures for process-focused (as well as domain-focused) learning tasks. (Contains 2 figures.)

Studies in education often report the differences between participants' and non-participants' test scores, course grades, retention, and other criteria. When participants' average performance is higher, it can be difficult to attribute the improvements to participation. Comparing participants and non-participants on other measures can strengthen the argument that participation had a positive impact when the two groups are otherwise similar in relevant ways. Reviewing students' demographic characteristics, incoming ACT/SAT scores, previous grades, and placement results can establish points of comparison; specific statistics can also assist in identifying similarities and differences between groups.

One hundred nine college students participated in an experiment that involved reading a passage and responding to a 20-item multiple choice test. The students were randomly assigned to one of four groups. The four conditions involved reading and copying, reading and highlighting, reading and taking notes, and reading and generating questions. Students who generated questions performed better than two of the three other groups on the test. The authors attributed this improved performance to generative learning. (Contains 2 tables and 2 figures.)