One intervention, two benefits: A qualitative analysis of students’ use of reflective prompting for self-regulated learning in an online course

Author:

Guethler AlexisORCID

Publisher

Springer Science and Business Media LLC

Subject

Library and Information Sciences,Education

Reference41 articles.

1. Anderson, W. (2012). Independent learning: Autonomy, control, and meta-cognition. In M. G. Moore (Ed.), Handbook of distance education (3rd ed., pp. 86–103). Taylor & Francis Group.

2. Andrade, M. S., & Bunker, E. L. (2009). A model for self-regulated distance language learning. Distance Education, 30(1), 47–61. https://doi.org/10.1080/01587910902845956

3. Araka, E., Maina, E., Gitonga, R., & Oboko, R. (2020). Research trends in measurement and intervention tools for self-regulated learning for e-learning environments—systematic review (2008–2018). Research and Practice in Technology Enhanced Learning, 15(1). https://doi.org/10.1186/s41039-020-00129-5

4. Azevedo, R., Reza, B. F., Duffy, M. J., Harley, J. M., & Trevors, G. (2012). Metacognition and self-regulated learning in student-centered learning environments. In D. Johannsen & S. Land (Eds.), Theoretical foundations of learning environments (2nd ed., pp. 171–197). Taylor and Francis.

5. Baum, S., & McPherson, M. (2019). The human factor: The promise & limits of online education. Daedalus, 148(4), 235–254. https://doi.org/10.1162/DAED_a_01769

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