Citations (34)
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Jonas Christensen & Anna Wärnsby. (2023) Reflective Writing in Course Design for Active Learning in Social Work Education. Journal of Social Work Education 59:3, pages 756-771.
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Vesa Korhonen. (2021) Academically engaged or not? An exploratory study on modelling and assessing the engagement of first-year students at a research-intensive university in Finland. Assessment & Evaluation in Higher Education 46:7, pages 1048-1064.
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Kay Colthorpe, Harrison Gray, Louise Ainscough & Hardy Ernst. (2021) Drivers for authenticity: student approaches and responses to an authentic assessment task. Assessment & Evaluation in Higher Education 46:7, pages 995-1007.
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Lisa-Angelique Lim, Shane Dawson, Dragan Gašević, Srecko Joksimović, Abelardo Pardo, Anthea Fudge & Sheridan Gentili. (2021) Students’ perceptions of, and emotional responses to, personalised learning analytics-based feedback: an exploratory study of four courses. Assessment & Evaluation in Higher Education 46:3, pages 339-359.
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Articles from other publishers (30)
Xuyan Qiu, Tiefu Zhang & Simeng Dong. (2024) Self-regulated strategy instruction: Insights from ESP teachers at a Chinese university and vocational college. System 120, pages 103188.
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Beatriz Ortega-Ruipérez & Almudena Castellanos-Sánchez. (2023) Guidelines for instructional design of courses for the development of self-regulated learning for teachers. South African Journal of Education 43:3, pages 1-13.
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Taisei Sugiyama, Nicolas Schweighofer & Jun Izawa. (2023) Reinforcement learning establishes a minimal metacognitive process to monitor and control motor learning performance. Nature Communications 14:1.
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Jayne L. Dennis & Matthew P. Somerville. (2022) Supporting thinking about thinking: examining the metacognition theory-practice gap in higher education. Higher Education 86:1, pages 99-117.
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Yasaldez Loaiza, Mónica Patiño, Olga Umaña & Pedro Duque. (2023) What is New in Metacognition Research? Answers from Current Literature. Educación y Educadores 25:3, pages 1-24.
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Buket Oztas. 2023. The Palgrave Handbook of Teaching and Research in Political Science. The Palgrave Handbook of Teaching and Research in Political Science
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Terence G. Favero & Christie Engesser Cesar. (2022) Using the study cycle model to support better student learning: a faculty guide. Advances in Physiology Education 46:4, pages 735-741.
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Izaak Rutenberg, Louise Ainscough, Kay Colthorpe & Tracey Langfield. (2022) The anatomy of agency: Improving academic performance in first‐year university students. Anatomical Sciences Education 15:6, pages 1018-1031.
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Joanne M Russell, Chi Baik, Anna T Ryan & Elizabeth Molloy. (2020) Fostering self-regulated learning in higher education: Making self-regulation visible. Active Learning in Higher Education 23:2, pages 97-113.
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Stephanie J. MacMahon, Annemaree Carroll, Alexandra Osika & Angelique Howell. (2022) Learning how to learn—Implementing self‐regulated learning evidence into practice in higher education: Illustrations from diverse disciplines. Review of Education 10:1.
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Marcio Alexander Castillo-Diaz & Cristiano Mauro Assis Gomes. (2022) Monitoring and Intelligence as Predictors of a Standardized Measure of General and Specific Higher Education AchievementMonitoreo e inteligencia como predictores de una medida estandarizada de desempeño académico general y específico en educación superiorMonitoramento e inteligência como preditores de uma medida padronizada de desempenho acadêmico geral e específico no ensino superior. Trends in Psychology 30:4, pages 821-841.
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Tahani Alshammari, Sarah Alseraye, Rawabi Alqasim, Aleksandra Rogowska, Nouf Alrasheed & Musaad Alshammari. (2022) Examining anxiety and stress regarding virtual learning in colleges of health sciences: A cross-sectional study in the era of the COVID-19 pandemic in Saudi Arabia. Saudi Pharmaceutical Journal 30:3, pages 256-264.
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JW Grijpma, A de la Croix, M Meeter & RA Kusurkar. (2022) Changes in student appreciation of small-group active learning: A follow-up q-methodological study. International Journal of Educational Research Open 3, pages 100199.
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Heidi L. Andrade, Susan M. Brookhart & Elie ChingYen Yu. (2021) Classroom Assessment as Co-Regulated Learning: A Systematic Review. Frontiers in Education 6.
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Justin M. Waryold, Kathryn Holliday & Eric Rodriguez. (2021) Metacognition in nurse practitioner students: How nurse educators can best serve their students. Journal of Applied Social Psychology 51:12, pages 1170-1175.
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İlbilge Dökme & Zeynep Koyunlu Ünlü. (2019) The Challenge of Quantum Physics Problems with Self-Metacognitive Questioning. Research in Science Education 51:S2, pages 783-800.
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Anna Wärnsby, Asko Kauppinen & Damian Finnegan. (2021) Reflective Writing on an ESL Writing Course. Educare:1, pages 38-56.
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Kay Colthorpe & Louise Ainscough. (2021) Do-it-yourself physiology labs: Can hands-on laboratory classes be effectively replicated online?. Advances in Physiology Education 45:1, pages 95-102.
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Ryan S. Anderton, Julian Vitali, Conner Blackmore & Megan C. Bakeberg. (2021) Flexible Teaching and Learning Modalities in Undergraduate Science Amid the COVID-19 Pandemic. Frontiers in Education 5.
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Georgette Sy Yu. 2021. Teaching and Learning the Arts in Higher Education with Technology. Teaching and Learning the Arts in Higher Education with Technology
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Ratneswary Rasiah, Harpaljit Kaur & Vinitha Guptan. (2020) Business Continuity Plan in the Higher Education Industry: University Students’ Perceptions of the Effectiveness of Academic Continuity Plans during Covid-19 Pandemic. Applied System Innovation 3:4, pages 51.
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Xiao-Ling Zou & Ling Ou. (2020) EFL reading test on mobile versus on paper: a study from metacognitive strategy use to test-media impacts. Educational Assessment, Evaluation and Accountability 32:3, pages 373-394.
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Louise Ainscough, Richard Leung & Kay Colthorpe. (2020) Learning how to learn: can embedded discussion boards help first-year students discover new learning strategies?. Advances in Physiology Education 44:1, pages 1-8.
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Luz Marina Mendez-Hinojosa, Magaly Cardenas-Rodriguez & Cesar Alejandro Ortiz-Paez. (2020) Measurement of Metacognition: Adaptation of Metacognitive State Inventory in Spanish to Mexican University Students. European Journal of Educational Research volume-9-2020:volume9-issue1.html, pages 413-421.
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Haeruddin Haeruddin, Zuhdan Kun Prasetyo, Supahar Supahar, Elisa Sesa & Gazali Lembah. (2020) Psychometric and Structural Evaluation of the Physics Metacognition Inventory Instrument. European Journal of Educational Research volume-9-2020:volume9-issue1.html, pages 215-225.
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Pedro Isaias & Adriana Backx Noronha Viana. 2020. Learning and Collaboration Technologies. Designing, Developing and Deploying Learning Experiences. Learning and Collaboration Technologies. Designing, Developing and Deploying Learning Experiences
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Sanjay Vasudeva, Kay Colthorpe, Hardy Ernst & Kai Wei Lam. (2019) How Biomedical Science Students Use Their Mobile Devices for Learning. International Journal of Mobile and Blended Learning 11:3, pages 38-54.
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Zeynep KOYUNLU ÜNLÜ & İlbilge DÖKME. (2019) Adaptation of Physics Metacognition Inventory to TurkishAdaptation of Physics Metacognition Inventory to Turkish. International Journal of Assessment Tools in Education 6:1, pages 125-137.
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Kay Louise Colthorpe, Haruna Abe & Louise Ainscough. (2018) How do students deal with difficult physiological knowledge?. Advances in Physiology Education 42:4, pages 555-564.
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Sanjay Vasudeva, Kay Colthorpe & Hardy Ernst. (2017) Student-initiated Mobile Learning in Higher Education. Student-initiated Mobile Learning in Higher Education.