附註:Includes bibliographical references and index.
Section 1. Contemporary and future perspectives on self-regulated learning. Chapter 1. Promoting learner self-regulation in blended learning: a process for systematic application ; Chapter 2. When learning is too good to be true: addressing common myths, misrepresentations, and misconceptions to foster self-regulated learning ; Chapter 3. Self-directed learning is a social activity (and not a generalized skill) -- Section 2. Metacognitive feedback and assessment. Chapter 4. Perception as reality: perceived performance impacts expectancies, values, and self-regulated choices ; Chapter 5. The implementation and impact of a self-regulated learning Survey on student outcomes ; Chapter 6. Supporting student self-regulation: designing and deploying effective microsurveys and warning systems to help learners help themselves ; Chapter 7. Metacognitive knowledge and self-regulation of in-service teachers in an online learning environment -- Section 3. Learning technologies and pedagogies for promoting self-regulated learning. Chapter 8. Intelligent self-regulation: bridging AI and learning science to support student success ; Chapter 9. Re-imagining health and medicine education: implementing a mobile-based gamification app for improved affective learner engagement ; Chapter 10. AI chatbot to assist students applying APA (7th edition) style in their academic writing in a polytechnic in Singapore -- Section 4. Self-regulated learning across contexts. Chapter 11. Self-regulation, motivation, emotion, and skill mastery of online learning: new evidence from a survey during COVID-19 ; Chapter 12. Development, sustainment, and scaling of self-regulated learning analytics: prediction modeling and digital student success initiatives in university contexts ; Chapter 13. Using written responses to reflection questions to improve online student retention: a text analysis approach ; Chapter 14. Developing students' self-regulation skills within and outside academic modules ; Chapter
摘要:"With this in mind, this edited volume will examine current theoretical frameworks, research projects and empirical studies related to the design, implementation and evaluation of self-regulated learning models and SRL interventionsin online courses, and discuss their implications for researchers, policymakers, instructional designers, and practitioners. This volume seeks to shed light on new instructional models which support self-regulated learning, and afford new ways of designing online instruction to promote self-regulation, including how to develop SRL interventions that improve student success, retention and engagement in online courses"--
