Metacognition

Metacognition
References and More Information

Brown, A.L., Bransford, J.D., Ferrara, R.A. & Campione, J.C. (1983). Learning, remembering, and understanding. In J.H. Flavell & E.M. Markman, eds. Vol. 3, Handbook of child psychology: cognitive development, 177-266. New York: Wiley

Ertmer, P.A. & Newby, T.J. (1996). The expert learner: strategic, self-regulated, and reflective. Instructional Science 24: 1-24. Netherlands: Kluwer Academic Publishers

Grabinger, R.S. (1996). Rich environments for active learning. In D.H. Jonassen, ed. Handbook of research for educational communications and technology, 665-692. New York: Simon & Schuster Macmillan

Ridley, D.S., Schutz, P.A., Glanz, R.S. & Weinstein, C.E. (1992). Self-regulated learning: the interactive influence of metacognitive awareness and goal-setting. Journal of Experimental Education 60 (4), 293-306.

Winn, W. & Snyder D. (1996). Cognitive perspectives in pyschology. In D.H. Jonassen, ed. Handbook of research for educational communications and technology, 112-142. New York: Simon & Schuster Macmillan

Virtual Learning Environments

Virtual Learning Environments

Effectiveness Of Traditional And Blended Learning Environments

Effectiveness Of Traditional And Blended Learning Environments

Integrating Technology into a Traditional Learning Environment: Reasons for and Risks of Success -- Saunders and Klemming 4 (1): 74 -- Active Learning in Higher Education

Integrating Technology into a Traditional Learning Environment: Reasons for and Risks of Success -- Saunders and Klemming 4 (1): 74 -- Active Learning in Higher Education

Joel Arthur Thomas: e-Portfolion: Classroom Environment

Joel Arthur Thomas: e-Portfolion: Classroom Environment

Collaboration in a Traditional Classroom Environment -- JANDA 7 (3): 291 -- Written Communication

Collaboration in a Traditional Classroom Environment -- JANDA 7 (3): 291 -- Written Communication

Collaborative vs Traditional

Prospero Learning Solutions - Feature Highlights

Prospero Learning Solutions - Feature Highlights

Learners, Managers, Administrators

[Abstract] Applying an LMS to Large Language Classes

[Abstract] Applying an LMS to Large Language Classes

Individual Article $25.oo

どうするかな。

Applying an LMS to Large Language Classes

P. Grew, I. Longhi, F. De Cindio, and L.A. Ripamonti (Italy)

Keywords

: learning management system, LMS, on-screen testing, online teaching. Corresponding author: Philip Grew; Dipartimento di Informatica e Comunicazione, Universit degli Studi di Milano; Via Comelico

Abstract

: Having applied an open-source LMS to about two thousand on-screen English exams for required courses that are part of the Universit di Milano's computer science short-degree program, the authors report on some of the interesting effects of using such a system. Large class size led to the adoption of an LMS designed for distance learning as a platform for automated test marking. A greater sense of belonging among students has resulted. Upon completion of a test, students immediately see where they stand vis--vis the group at large, and students who have not attended class can be brought into the system/community.

Important Links:

• DOI:
• From Proceeding (416) Web-based Education - 2004

Thanasoulas - What is Learner Autonomy and How Can It Be Fostered (I-TESL-J)

Thanasoulas - What is Learner Autonomy and How Can It Be Fostered (I-TESL-J)

Learner autonomy, self-access language learning, independent learning, by Hayo Reinders.

Learner autonomy, self-access language learning, independent learning, by Hayo Reinders.