Computer-supported scaffolding plays a pivotal role in advancing problem-solving skills and improving cognitive learning outcomes in self-regulated learning. However, there is limited research on the effectiveness of different types of scaffolds and the role they play in the context of clinical problem-solving. This study performed latent profile…

Past research shows that both teachers' technological pedagogical content knowledge (TPACK) and their engagement in metacognitive activities are essential to technology integration in the classroom. However, the interplay between teachers' TPACK ability and their metacognitive skills is still underexplored, especially in the context of developing…

Students process qualitatively and quantitatively different information during the dynamic self-regulated learning (SRL) process, and thus they may experience varying cognitive load in different SRL behaviors. However, there is limited research on the role of cognitive load in SRL. This study examined students' cognitive load in micro-level SRL…

Achievement goals are motivational antecedents which play an important role in students' self-regulated learning (SRL). Achievement goals are also found to have an influence on students' learning outcomes. However, how achievement goals and SRL jointly affect learning performance is still an underexplored area of research, especially in…

Background: Medical students use a variety of self-regulated learning (SRL) strategies in different medical reasoning (MR) processes to solve patient cases of varying complexity. However, the interplay between SRL and MR processes is still unclear. Objectives: This study investigates how self-regulated learning (SRL) and medical reasoning (MR)…

Emotion variability and its relationship to performance is an underexplored area of research both inside and outside the realm of medical education. We address this gap by examining the relative importance of the frequency of emotions and emotion variability that occurred in specific phases of self-regulated learning (SRL) in predicting students'…

Facilitating the collaboration of multiple groups is a critical element in problem-based learning (PBL). In face-to-face learning environments, PBL facilitators require sufficient information about a group's progress and collaboration in real time to make decisions about when and how to facilitate. The capacity of facilitator is limited as PBL…

To explore the assessment challenge related to case based learning we study how experienced clinical teachers--i.e., those who regularly teach and assess case-based learning--conceptualize the notion of competent reasoning performance for specific teaching cases. Through an in-depth qualitative case study of five expert teachers, we investigate…

Monitoring one's learning activities is a key component of self-regulated learning (SRL) leading to successful learning and performance outcomes across settings. Achievement emotions also play an important part in SRL and consequently student learning outcomes. However, there is little research on how specific types of monitoring (i.e.…

Purpose: Social presence (SP), which refers to individuals' perception of others being engaged as "real people" in the same situation, is a crucial component in technology-rich learning environments (TREs). This study aims to identify major learning design, antecedents and outcomes of SP within TREs, and identify common findings from the…

Academic emotions play an important and complex role in self-regulated learning (SRL). However, few studies have examined how academic emotions unfold in different phases of SRL and how the changes in these emotions influence learning performance. The current study examines 98 students' academic emotion trajectories and profiles across the three…

I first met Jim Greer at the NATO Advanced Study Institute on Syntheses of Instructional Sciences and Computing Science for Effective Instructional Computing Systems in 1990 in Calgary, Canada. It was during this meeting that I came to realize that Jim was one of those rare individuals that could help "translate" computer science…

Investigating disengagement is a continuing concern within computer-based learning environments. Drawing upon several strands of research into preservice teacher learning with network-based tutors, this paper outlines an object orientation to conceptualize a type of disengaged behaviour referred to as carelessness. We further differentiate this…

This study applies a time-driven approach to model self-regulated learning (SRL) on the basis of elapsed time metrics in the context of open-ended learning environments (OELEs), specifically, network-based tutors. In doing so, we examine how students allocated attentional resources to distinct phases of SRL as a measure of depth of information…

Background: Computer-based scaffolding has been intensively used to facilitate students' self-regulated learning (SRL). However, most previous studies investigated how computer-based scaffoldings affected the cognitive aspect of SRL, such as knowledge gains and understanding levels. In contrast, more evidence is needed to examine the effects of…